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The impact of self-esteem, optimism and emotional intelligence on the professional development of future primary and pre-school teachers Teacher Development Pub Date : 2024-04-15 Óscar Gavín-Chocano, Lara Checa Domene, Macarena Valdivia-Casas, Inmaculada García-Martínez
The way in which students can identify, regulate and manage their emotions can impact not only on their present positive attitude and increased self-esteem, but also on their subsequent professiona...
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Mathematizing children’s literature: sparking connections, joy, and wonder through read-alouds and discussion Teacher Development Pub Date : 2024-04-15 Tri Astari, Fery Muhamad Firdaus, Aqidatul Munfariqoh, Sri Muryaningsih, Novi Yarmanetti
Published in Teacher Development: An international journal of teachers' professional development (Ahead of Print, 2024)
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How do micro-placements in industry within an initial teachers’ training programme contribute towards bridging the gap between education and employment? Teacher Development Pub Date : 2024-04-15 Angelique Grech
The complex interplay between labour market needs and education poses significant challenges to the teaching profession, frequently criticised for its perceived inadequacy in addressing contemporar...
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The ethics of care and the professional identity of teachers: implications for professionalization processes Teacher Development Pub Date : 2024-04-08 Alfredo Berbegal Vázquez, Abel Merino Orozco, Ana Arraiz Pérez, Fernando Sabirón Sierra
This work reviews the approach of the ethics of care in education and analyzes how the foundations of this ethicality contribute to the dialogical construction of teachers’ professional identity (a...
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Ethics and integrity in teacher education Teacher Development Pub Date : 2024-04-08 Noptario, Moh. Ferdi Hasan, Mohammad Rofiqi
Published in Teacher Development: An international journal of teachers' professional development (Ahead of Print, 2024)
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‘I learned more than the children learned’. A dual-focused professional development initiative to support immersion teachers Teacher Development Pub Date : 2024-04-05 Aisling Ní Dhiorbháin, Sylvaine Ní Aogáin, Pádraig Ó Duibhir
This paper presents Irish-medium immersion (IMI) teachers’ perceptions of their development of content knowledge of language (CK-L) and pedagogical content knowledge of language (PCK-L) as a result...
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Understanding teacher burnout following COVID-19 Teacher Development Pub Date : 2024-04-05 Tim Pressley, David T. Marshall, Teanna Moore
Teachers have faced a multitude of demands over the past two years and faced new challenges as schools returned in the fall of 2021. Using the Job Demands-Resources model as a framework, the curren...
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Kinaesthetic learning in early childhood: exploring theory and practice for educators Teacher Development Pub Date : 2024-04-05 Rizqy Aisyah Leonia, Lilik Kurniawan, Yesi Martha Afrillia
Published in Teacher Development: An international journal of teachers' professional development (Ahead of Print, 2024)
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Increasing pre-service teacher knowledge of AAC systems and supports in the classroom setting Teacher Development Pub Date : 2024-04-05 Hannah J. Kammet, Sharon M. Darling, Charles E. Dukes, Rangasamy Ramasamy
In-service general education teachers receive limited pre-service training in Augmentative and Alternative Communication (AAC) systems and strategies. Therefore, pre-service training should expose ...
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Understanding teachers’ motivation to undertake a postgraduate degree: the influence of ‘expectancy of success’ and ‘expectancy of value’ beliefs Teacher Development Pub Date : 2024-03-13 Helen Dixon, Gillian Ward, Helene Connor, Lisa Darragh
Postgraduate study is both challenging and demanding. Additionally, for teachers who study part time while employed full time, there are additional professional demands. So why would they enrol in ...
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The sushi train of professional learning: teachers self-driving learning using a social networking website Teacher Development Pub Date : 2024-03-10 Helen Woodford, Jane Southcott, Maria Gindidis
There is continuing uncertainty about the nature of teacher professional learning using social networking websites (SNWs) and how using these platforms influences teacher practice. Findings from th...
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Responsive facilitation: validating constructs to support in-service science teacher professional development Teacher Development Pub Date : 2024-03-10 Martha C. Inouye, Clare I. Gunshenan
In the United States, science education has experienced substantial shifts in the last decade. For in-service teachers, professional development programs (PDPs) play an important role in reform suc...
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Primary schools as professional learning communities and teachers’ professional development: an empirical study in a Greek educational context Teacher Development Pub Date : 2024-03-05 Aikaterini Balasi, Georgios Iordanidis
This study investigated the level of professional learning communities (PLCs), teachers’ professional development (PD), and their relationship in Greek primary schools. This quantitative survey, wh...
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How a socially shared approach may rescue the teaching of learning regulation Teacher Development Pub Date : 2024-03-01 Laurie C. Faith, Valerie Prowse
Self-regulated learning (SRL) is a fundamental skill for school and life. Much is known about how to effectively teach and support it in a classroom, though teachers often retreat to more structure...
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Dismantling educational sexism through teacher education: Engaging preservice teachers in an anti-sexism curriculum Teacher Development Pub Date : 2024-02-29 Skye O’Beollain
Published in Teacher Development: An international journal of teachers' professional development (Ahead of Print, 2024)
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The self-sought professional learning experiences of secondary school teachers in Malta Teacher Development Pub Date : 2024-02-28 Ritianne Bezzina, James Calleja
With the introduction of the sectorial agreement signed between the Maltese Government and the Malta Union of Teachers in 2017, Maltese teachers have been incentivised to accelerate their salary sc...
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Importance of regulation and the quality of teacher learning in student-centred teaching Teacher Development Pub Date : 2024-02-26 Mari Murtonen, Tahani Z. Aldahdouh, Henna Vilppu, Nguyen Thi Thu Trang, Jere Riekkinen, Jan D. Vermunt
This study aimed to build an integrative model of the interrelations between pedagogical training, teacher regulation skills, learning patterns and student-centred teaching approach. Self-reported ...
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The network professional learning community approach: an effective model for individual and group learning Teacher Development Pub Date : 2024-02-25 Rachel Denee
Networked approaches to professional learning have been shown to offer broad influence and unique benefits to teachers’ continuing development. However, despite decades of research into the profess...
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Collective development of teaching practices in Swedish compulsory schools – does professional learning occur? Teacher Development Pub Date : 2024-02-19 Eva Kellner, Iiris Attorps
This article describes how some Swedish compulsory schools work to achieve collective development of practices in mathematics and science. The overall aim is to increase knowledge about factors inf...
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Alternative predictive measures for assessing suitability to teacher education studies Teacher Development Pub Date : 2024-02-19 Judy Goldenberg
Classroom teaching is a demanding and arduous profession, requiring teachers to have a suitable personality to succeed and persevere. However, academic institutions usually determine acceptance bas...
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‘I’m pretty sure we did every idea’: teachers’ experiences with external coaches and their relation to transformative learning Teacher Development Pub Date : 2024-02-01 Susan Chambers Cantrell, Kristen H. Perry, Brittany Manion
In this interview study, the authors examined the process of coaching in the context of a year-long professional development initiative designed to support teachers’ expertise in implementing cultu...
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Relational literacy coaching and professional growth: an elementary writing teacher’s journey toward efficacy Teacher Development Pub Date : 2024-01-26 Jennifer Green
This exploratory case study examines the impact of a relational approach to instructional coaching on an elementary school teacher’s development as an instructor of writing. During a year-long co-t...
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Language teacher development in digital contexts Teacher Development Pub Date : 2024-01-26 Jianling Zhan
Published in Teacher Development: An international journal of teachers' professional development (Ahead of Print, 2024)
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Changes in primary school teachers’ perceptions of play Teacher Development Pub Date : 2024-01-17 Menşure Alkış Küçükaydın
This study examined the effect of play-based practices implemented with a national project on the development of Turkish primary school teachers’ perceptions of play. Thirty primary school teachers...
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Beginning student teachers’ agency in teacher identity negotiations Teacher Development Pub Date : 2024-01-18 Maaret Juutilainen, Riitta-Leena Metsäpelto, Marja Mäensivu, Anna-Maija Poikkeus
The aim of this study was to investigate student teachers’ agency in their identity negotiations as first-year students on a path towards becoming teachers. A narrative inquiry approach was employe...
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The status of the teaching profession in Turkey: a case study about the Teaching Profession Act Teacher Development Pub Date : 2024-01-12 Şenol Sezer, Nermin Karabacak, Ertuğ Can
This study aimed to identify the views of educators on the status of the teaching profession taking into consideration the enacted Teaching Profession Act (TPA) in Turkey. The study aimed to reflec...
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How and why teachers use social networks for professional learning Teacher Development Pub Date : 2024-01-11 Paula Marcelo-Martínez, Carmen Yot-Domínguez, Carlos Marcelo
In this study, the authors analyse how teachers use different social networks and if there are differences according to sex, age and level of education they teach. They establish the motivations fo...
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Perceived expertise among physical education teachers: the role of personal and contextual factors Teacher Development Pub Date : 2024-01-03 Vanessa Lentillon-Kaestner, Valerian Cece, Emma Guillet-Descas
This article focuses on teacher perceived expertise (TPE) influenced by both contextual and individual characteristics. By using a validated questionnaire based on two dimensions of TPE, i.e. subje...
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Preparing to coach preservice teachers: professional learning of novice coaches Teacher Development Pub Date : 2024-01-03 Katherine Brodeur, Alicia Mrachko, Dylan Phillips, Bernadette (Bernie) Compton
Traditionally, teacher candidate supervision models focus on evaluation rather than collaborative professional reflection. Through a university–district partnership, a new model was designed to dis...
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Lesson study as pedagogic transfer: a sociological analysis Teacher Development Pub Date : 2023-12-26 Indra Gunawan, Tatang Herman, Sumar Hendayana, Nuri Annisa
Published in Teacher Development: An international journal of teachers' professional development (Ahead of Print, 2023)
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Primary school teachers’ sense of professional agency and inadequacy in teacher–student interaction Teacher Development Pub Date : 2023-12-26 Roosa Yli-Pietilä, Tiina Soini, Janne Pietarinen, Kirsi Pyhältö
The study investigated Finnish in-service primary school teachers’ (N = 815) sense of professional agency and inadequacy in teacher–student interaction over a five-year period. Teachers’ profession...
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Inquiry project or inquiry stance? A continuum of teacher candidate perceptions of knowledge construction during practitioner inquiry-based clinical practice Teacher Development Pub Date : 2023-12-26 Logan Rutten, Rachel Wolkenhauer
Previous scholarship has signaled the potential of practitioner inquiry for fostering an inquiry stance among teacher candidates during preservice teacher education. Little is known, however, about...
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Socio-emotional aspects articulated with content in an online teachers’ community of practice: ‘agreeable dialogue zones’ Teacher Development Pub Date : 2023-12-17 Alfonso García-Monge, Daniel Bores-García, Gustavo González-Calvo
Many studies highlight the importance of socio-emotional aspects in professional communities of practice (CoP). This study aims to understand how these aspects are articulated with the professional...
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‘Courageous and uncomfortable’: high school English language arts teachers using shared leadership qualities in virtual and hybrid classrooms during the COVID-19 pandemic Teacher Development Pub Date : 2023-11-30 Jessica Gibbons
Shared leadership research shows that it could be beneficial in the high school classroom. During the COVID-19 pandemic, teachers were looking for best-practice strategies to move their curriculum ...
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Factors associated with teachers’ perceived knowledge regarding serving secondary students with disabilities Teacher Development Pub Date : 2023-11-10 Alexandra Shelton, Brennan Register
Secondary students with disabilities (SWDs) require evidence-based practices that promote their academic success. However, secondary teachers may feel unprepared to support secondary SWDs, which ma...
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Teachers’ perceptions about the value of protocols for professional development: results of a qualitative investigation Teacher Development Pub Date : 2023-10-18 Rebecca Woodland, Ann M. Leonard, Itza D. Martinez
Professional learning communities (PLCs) are a powerful school improvement strategy designed to advance teacher professional development. Protocols are tools for structuring teacher conversations i...
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Changes in the practices in make-believe play situations of one kindergarten teacher participating in an activity-oriented professional development program Teacher Development Pub Date : 2023-10-04 Amélie Desmeules, Christine Hamel, Anabelle Viau-Guay, Caroline Bouchard
Make-believe play (MBP) provides kindergarteners with an authentic form of engagement that is particularly favourable to the development of oral and written language. As part of an action research ...
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Towards a typology of secondary school subject departments Teacher Development Pub Date : 2023-09-28 Nick Gee, Abigail Parrish, Steven Puttick
Subject departments are an increasingly important unit of analysis for research on schools and beginning teachers’ experiences. By analysing a practice-based typology of eight departmental types th...
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International Perspectives on English Teacher Development: From Initial Teacher Education to Highly Accomplished Professional Teacher Development Pub Date : 2023-09-21 Syukron Fajriansyah
Published in Teacher Development: An international journal of teachers' professional development (Ahead of Print, 2023)
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edTPA as educative, evaluative, and enduring professional tool for guiding teachers’ development? Teacher Development Pub Date : 2023-09-13 Kathleen K. Wallace, Nancy K. DeJarnette
The edTPA is an educative performance assessment designed to assess teacher readiness. It has gained momentum across the country; yet, it has often met with resistance from educators in various rol...
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Pre-service teachers and conceptions of intelligence in the Scottish context: challenging a unidimensional view Teacher Development Pub Date : 2023-09-08 Lorna Hamilton, Angela Jaap
This exploratory study aimed to investigate the implicit (personal theories) of student teachers through consideration of their beliefs about the nature of ability (intelligence). By drawing on ide...
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A qualitative examination and emerging theorization of Jamaican nursery practitioners’ self-identified professional development needs Teacher Development Pub Date : 2023-09-07 Zoyah Kinkead-Clark
In Jamaica, the majority of practitioners working with infants and toddlers are largely untrained. While continuing professional development (CPD) provides practitioners with the skills to meet chi...
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Embedding epistemic insight (EI) in teacher training programmes in English universities: barriers and how to overcome them Teacher Development Pub Date : 2023-09-01 Berry Billingsley, Fran Riga, Agnieszka J. Gordon, Mark Windsor
Entrenched compartmentalisation of curriculum subjects and ‘teaching to the test’ can leave students with limited understanding of the nature and interaction of disciplines. The necessity of develo...
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Personal reflective diaries with group-friendly criticism: empowering pre-service teachers Teacher Development Pub Date : 2023-08-30 Anat Abramovich, Hadas-Shelly Huber
The study examined the effect of the use of ‘personal reflective diaries’ and ‘group-friendly criticism’ to assess professional development and self-empowerment among 47 Israeli final-year pre-serv...
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Who supported teachers during the COVID-19 lockdown? Online learning amidst a changing Polish educational system Teacher Development Pub Date : 2023-07-27 Monika Skura, Anna Steinhagen
The authors wanted to analyse teachers and specialist councillors and compare their levels of stress, mental wellbeing, their occupational tasks, the assessment of the support received and the addi...
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Visible learning: the sequel: a synthesis of over 2,100 meta-analyses relating to achievement Teacher Development Pub Date : 2023-07-26 Dave Yan
Published in Teacher Development: An international journal of teachers' professional development (Vol. 27, No. 5, 2023)
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Lack of progression is the dividing line: mentoring teachers’ perspectives on student teachers’ emotional challenges during work placement education Teacher Development Pub Date : 2023-07-04 Henrik Lindqvist, Maria Weurlander, Linda Barman, Annika Wernerson, Robert Thornberg
Student teachers commonly report encountering emotional challenges in work placements during teacher education. Even so, the perspective of mentoring teachers has been given little attention regard...
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Professionalizing teachers through a co-design learning framework Teacher Development Pub Date : 2023-06-29 Ashley Seidel Potvin, Alison G. Boardman, Karla Scornavacco
Teachers are rarely included as partners in school reforms or in planning teacher supports to enact new initiatives. The authors explored co-design as a professional learning (PL) framework to supp...
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How do teachers learn to teach international students? Teachers’ informal professional learning in international vocational education Teacher Development Pub Date : 2023-06-27 Ly Thi Tran, Rinos Pasura
ABSTRACT The majority of the literature in the field of international education focuses on the experiences of international students, while much less is known about how teachers learn to teach this cohort. Research on teachers’ informal professional learning and critical moments of growth in their endeavour to enhance the learning experiences of international students in the vocational education and
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How university professors foster argumentation in their teaching processes and how their students respond. A case study Teacher Development Pub Date : 2023-06-21 Alicia Benarroch Benarroch, John Jairo Briceño Martinez
ABSTRACT To strengthen the professional development of its science university professors with academic assignments in scientific careers, a Colombian higher education institution commissioned the design of a six-month training programme. The aim was to help professors change their teaching practices toward more student-centred models. The purpose of this study was to analyse the extent to which professors
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Female teacher identity and educational reform: perspectives from India Teacher Development Pub Date : 2023-06-04 Marie Clarke, Jyoti Atwal, Deirdre Raftery, Mags Liddy, Ruth Ferris, Seaneen Sloan, Magdelina Kitanova, Ellen Regan
ABSTRACT This article explores the ways in which female teachers negotiate their developing teacher identities and educational reform. It provides interesting data from the case of India that reflects female teacher identity and agency in the context of educational reform. Few studies specifically reference gendered responses to education reform; fewer still focus on how female teachers respond and
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What are primary teachers’ experiences of policy on shaping a context of sustainable mathematics professional development? Teacher Development Pub Date : 2023-06-02 Evelyn Penfold
The author explored the extent to which policy could be a source of sustainable professional development for elementary teachers’ mathematical knowledge for teaching. The study involved three polic...
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The effectiveness and challenges implementing a formative assessment professional development program Teacher Development Pub Date : 2023-05-28 Fatlume Berisha, Eda Vula, Rachel Gisewhite, Hannah McDuffie
This study reports on the effectiveness and challenges of a formative assessment professional development program designed to address the challenges Kosovo teachers face in adequately using formati...
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Exploring teachers’ learning experiences and core components of the professional development programme within a pilot reform project in Armenia Teacher Development Pub Date : 2023-05-24 Hasmik Kyureghyan
This article explores teachers’ self-reported learning experiences and core features of the teacher professional development (TPD) programme within a pilot reform project in Armenia. A qualitative ...
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Stand out and speak up: exploring empowerment perspectives among advocacy activities of STEM teachers in the US Teacher Development Pub Date : 2023-05-04 Richard Carlos L. Velasco, Rebecca L. Hite, Jeffrey D. Milbourne, Jessica J. Gottlieb
ABSTRACT Science, technology, engineering, and mathematics (STEM) teachers need sources of empowerment to effectively guide education policy and continue to participate in advocacy-based activities. This study surveyed 208 STEM teachers on their acts of advocacy to advance STEM education. The question that guided this research was as follows: What are the underlying factors that contribute to STEM
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The mediating role of teacher self-efficacy in predicting teachers’ research attitudes Teacher Development Pub Date : 2023-05-03 Oğuzhan Tekin
ABSTRACT Teachers’ self-efficacy beliefs and research behaviors are critical to both professional development and the quality of instruction. Thus, teachers are expected to accept and apply the research findings generated by educational researchers to solve a classroom, student, or instructional issue. This article aimed to determine teachers’ self-efficacy beliefs and research attitudes and to examine
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The importance of positive emotions among early childhood educators Teacher Development Pub Date : 2023-04-17 Sanja Tatalović Vorkapić, Doris Velan
ABSTRACT Bearing in mind the educational process has its cognitive and non-cognitive determinants, this article emphasizes the significance of early childhood educators’ emotions in their work with children and focuses on the analysis of their positivity. A total of 152 pre-service and in-service early childhood educators participated in this study. The participants self-evaluated using the Positive
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Assessing the cultural knowledge of pre-service professionals, faculty, and staff on the journey toward developing cultural competence Teacher Development Pub Date : 2023-04-14 Olamojiba O. Bamgbose, Ozalle M. Toms, Lyndsay J. Kranz, Michael P. Owen
ABSTRACT The current study examined the cultural competence of participants (n = 447) beginning with their cultural knowledge as articulated through their definitions of diversity. The study employed a descriptive research enquiry using a survey design to gather data at a single point in time. Participants consisted of faculty, staff, and pre-service professionals (teachers, school counselors, and
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Pakistani pre-service teachers’ initial motivation in teaching choice Teacher Development Pub Date : 2023-04-11 Sadia Shaukat, Shaoan Zhang, Tibero Garza, Emily Lin
The Factors Influencing Teaching Choice (FIT-Choice) scale measures pre-service teachers’ understanding of initial motivations for choosing teaching as a career. A sample of 95 primary and 247 seco...
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School principals’ actions to promote informal learning among teaching staff Teacher Development Pub Date : 2023-03-29 Saida López-Crespo, Joaquín Gairín Sallán
ABSTRACT The development of informal learning (IL) by the teaching staff relates to the generation of contextualized learning at the school which is integrated into daily working life. This study analyses the roles and actions of school principals in the generation and promotion of teaching staff’s informal learning and is based on the application of online questionnaires to a sample of 686 participants