ABSTRACT One of the required 21st-century skills necessary to cope with challenging tasks in teaching is nurturing active independent learners who can perform self-regulated learning (SRL). To support teachers in attaining and transferring their newly acquired knowledge and practices to real-time teaching in the classroom, an effective professional development programme should include authentic environments

ABSTRACT It is well-documented throughout the available literature that trust, or a leap of faith, plays a key role in facilitating success in student learning. In this study, we attempted a rapid systematic review of relevant databases looking for studies that addressed developing and maintaining trust among students, between students and their professors, within higher education institutions, paying

ABSTRACT Schools play a key role in the lives of young refugees and asylum seekers, yet it is unclear to what extent educators are prepared to effectively teach this population. In this study, we examined how educators acquire knowledge relevant to teaching refugee pupils through a survey (n = 295) and nestled case studies of 17 teachers at two schools in England. Educators reported learning mainly

ABSTRACT This first years of teaching constitute entry stage to the profession and are considered a period of critical importance for determining the new teacher’s professional identity. This study explores the associations between novice teachers’ perspectives of their relationship with their mentors and their professional commitment. This qualitative study utilises data from semi-structured interviews

ABSTRACT This mixed methods study investigates novice teacher and coach survey responses from a two-year induction programme to learn more about what makes a good match. We qualitatively analyse comments from all novice teachers and coaches who were paired across years and find shared themes of structural, professional, and personality similarities as well as the importance of coaching support prominent

ABSTRACT Despite attempts to define quality in initial teacher education (ITE), consensus remains elusive. Harvey highlights how, in higher education, there is confusion between quality, standards and quality assurance. Examination of the quality indicators in ITE reveals an over-emphasis on standards rather than its transformative potential. Original research into the ITE practice of five universities

ABSTRACT The dynamic nature of feedback makes provision of learning enhancing feedback challenging. A collaborative peer mentoring professional development case study utilising observational video data from a series of lessons examined how teacher feedback knowledge and beliefs are articulated and developed in pedagogical practices, and the tensions that arise in giving learning enhancing feedback

ABSTRACT In order to comprehend the attributes of expert teachers, the current study investigated professional identity (PI) and related metacognitive thinking procedures of experienced Korean teachers of English through a questionnaire survey and interviews. The teachers’ PIs contained pedagogic meanings that highly regarded teachers’ having language knowledge and skills, realising learner-centred

ABSTRACT The influence of the family on its members is significant. Parents impart professional values and priorities that shape the perspective and often career choice of their children. Drawing on Family Systems Theory, this case study focuses on how the teaching profession connects and impacts one geographically dispersed, multigenerational family. Findings suggest that teaching connects family

ABSTRACT This article adopts a phenomenological-oriented approach to explore the perceptions of a small cohort of teachers about teacher pedagogical well-being (TPWB), the experience of which is intimately connected with a teacher’s sense of self-care. Existing Finnish research on this topic informed the design of semi-structured interviews across two schools. The findings were analysed initially with

ABSTRACT The purpose of this longitudinal study was to analyse relations between teachers’ perceptions of job demands and job resources in the school environment and dimensions of burnout, depressed mood, job satisfaction and motivation to leave the teaching profession (quit). The participants were 262 Norwegian high school teachers. The teachers’ perceptions of three job demands (time pressure, low

ABSTRACT Educational innovations such as ‘no-excuses’ charter schools have emerged as a discipline-focused approach to schooling as they are predicated on communicating high-expectations and personal responsibility. As ‘no-excuses’ charters are replicated across the United States as part of a neoliberal education reform policy, there continues to be prevailing stereotypes about the Black and Latinx

ABSTRACT This study presents design principles for student facilitation in teacher learning groups (TLGs), based on a systematic literature review searching for characteristics, conditions, and outcomes of students working in TLGs. Notions of team learning, network learning, community learning, and collective learning within teacher education were taken as the main components of the search. The review

ABSTRACT Classroom management preparation has long been insufficient and stagnant, creating issues that disproportionately impacts beginning teacher success. I propose the CM PReP framework to guide teacher educators towards redesigning courses to appropriately prepare pre-service teachers to manage the needs of current students. By fixating classroom management courses around culture, methods, practice

ABSTRACT The aim of this paper is to examine Associate Teachers’ (ATs) views on dialogic mentoring. More specifically it consider, the views of 48 ATs who were involved in an Initial Teacher Education (ITE) partnership that has emerged in response to several changes that have occurred in Welsh education. Educational reforms in Wales have highlighted the value of mentoring and the new ITE partnership

ABSTRACT Providing professional development (PD) for Papua New Guinea (PNG) teachers is highly challenging due to the remoteness of schools, limited budgets, travel costs, and safety. The essential follow-up guidance and support after PD workshops is rarely possible, especially for the majority of teachers, who work in rural schools. In addition, the effectiveness of PD in facilitating collaboration

ABSTRACT This study investigates the identity development of prospective teachers (PTs) in a mathematics methods course informed by equitable mathematics teaching practices. The experiences and interpretations expressed by PTs are examined through their reflections during the course. Narrative analysis of PTs’ foregrounds provides a comprehensive picture of their stories and reflects the fluid nature

ABSTRACT In line with international debate, there is a discussion in Norway on developing teacher education by moving from a more experience-based to a research-based approach. This ongoing change presents a challenge, not only for the development of teacher education but also for teachers working as mentors in school placements. The aim of this study was to investigate science mentors’ views on research-based

ABSTRACT We examined how teachers in three types of Israeli schools perceive the prominence of mentoring and instruction domains of their role in school. Using the Concept Structuring Analysis Task (ConSAT) interview protocol, 21 experienced middle school teachers were asked to create individual concept maps representing their perceptions of their role. We structurally and thematically analysed the

ABSTRACT In this paper, we put forward the OTTO Model as a means for developing data literacy in pre-service teacher education. The OTTO Model was developed using a combination of quantitative and qualitative data drawn from a three-year study investigating the nature and development of pre-service teachers’ data literacy. The aim of the study was to enable pre-service teachers to experience transformative

ABSTRACT This article examines emotionally challenging expectations in the relationships beginning teachers have with students’ parents. The data consist of narrative interviews with 17 Japanese beginning teachers. Due to strong cultural and social norms prescribing appropriate social interactions, Japanese teachers have little leeway in negotiating parents’ expectations. We found that beginning teachers

ABSTRACT This paper explores the experiences and professional learning of a group of in-service primary school teachers, participating in a STEM education programme in Ireland. Four primary teachers from the same case school engaged in a two-year project to explore STEM teaching and learning. This STEM project was structured as a multi-tiered partnership involving these four in-service teachers collaborating

ABSTRACT High teacher attrition rates hinder schools in their ability to provide quality instruction. While studies have identified factors related to attrition (e.g., salary, administrative support) and the emotions of teaching, research is needed that explores the impact of emotions on teachers’ career decisions. This study examines the emotional experiences of leaving teaching early (within the

ABSTRACT Change advocacy: how beginning teachers cope with emotionally challenging situations Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges

ABSTRACT Professional learning is a significant focus of discussion in most schools but it is not all that common for these conversations to be informed by teachers’ needs and expectations. Instead, they tend to be driven by external factors, such as accreditation, mandated professional development requirements and policies. Based on an in-depth study of a large number of teachers at one school, this

ABSTRACT According to the Teaching and Learning International Survey (2019), the average age for a teacher, across OECD countries, is 44 years old, and the teacher workforce has aged in a number of countries, over the past 5 to 10 years. Given the demands expected from the contemporary teaching profession, the study of possible implications of ageing on the use of digital technologies in education

ABSTRACT There continues to be limited focus on the preparation of teacher educators, particularly for teacher education aimed at challenging educational inequities. This case study explores the impact of a curricular approach to preparing novice teacher educators in the pedagogy of teacher education. Drawing on surveys, interviews, documents, and observations of practice, the study traces what novice

ABSTRACT While the early years of children’s education have long been acknowledged as crucial in supporting learning and development, there has been less focus on argumentation literacy as a way to promote active learning. This conceptual paper explores a new cross-disciplinary teaching framework, called the kaleidoscope framework of inquiry dialogue, which explicates the role of elementary school

ABSTRACT The present study aimed to develop science teaching competence belief scale (STCBS). Secondly, the study also investigated whether science teachers (STs) and pre-service science teachers’ (PSTs) competence beliefs regarding science teaching in the resource room differed with respect to certain variables. Another purpose was to determine the predictive effect of gender, education level, legislation

ABSTRACT This study involves an in-depth examination of Canadian elementary teachers’ cognitive processes and metacognitive strategies they used during a self-directed online learning experience. The virtual revisit think aloud, a methodology that combines a retrospective procedure with screen recording technology, was used to capture verbalisations from 13 elementary teachers as they used an online

ABSTRACT This article explores the influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership model. It draws upon dialogue from professional conversations which included multiple stakeholders in the partnership. The results illustrate the complex process of becoming for pre-service teachers as they navigate voices across time and space. They provide

ABSTRACT The article discusses parent–teacher relationships in school micropolitics based on beginning teachers’ stories. We employ a narrative approach and investigate how micropolitical conditions and strategies are portrayed in beginning teachers’ stories of parent–teacher relationships. The research material consists of narrative interviews with seven Finnish primary school teachers in the first

ABSTRACT Teachers frequently employ surface-acting strategies to regulate emotions and to be more effective. This can be detrimental for teachers’ health but the effects of such inauthentic emotion expressions on students are largely unexplored. In two exploratory studies we investigated the impact of teachers’ emotions and emotional authenticity (expressing truly felt emotions) on students’ emotions

ABSTRACT This qualitative study explores the views of nine teachers working in the Further Education and Training in Ireland regarding the use of technology. Drawing on in-depth interviews, thematic analysis exposed a techno-positive perspective and a hierarchy of technologies with newer technologies being valued more. A sort of ‘intangible’ quality is ascribed to technology, which we labelled ‘techno-magic’

ABSTRACT Providing high-quality teaching practices is central to promote student engagement in school. High quality teaching is even more important in schools located in low socioeconomic neighborhoods, where a larger proportion of children present more important academic difficulties and lower classroom behavioural, affective, and cognitive engagement. The Self-System Model of Motivational Development

(2020). Using critical incidents to investigate teacher preparation: A narrative inquiry. Teachers and Teaching: Vol. 26, No. 5-6, pp. 460-474.

ABSTRACT This study examines the experiences of teachers in the Republic of Ireland, as agents of the pedagogic device, in enacting curriculum policy at the micro level of the classroom. It explores their enactment of policy at a time of significant curriculum reform of junior secondary school education. Drawing upon the findings of in-depth interviews with teachers, this study integrates Bernstein’s

ABSTRACT This study addresses gaps in the research about the effect of professional development (PD) quality on effective instruction by taking a broad perspective when defining professional learning of teachers and by providing a theory-based explanation for effective instruction. Using a large-scale data set, Teaching and Learning International Survey (TALIS) 2013, the interrelationships between

ABSTRACT We examined two personal resources—adaptability and buoyancy—that are increasingly recognised as important for teachers’ positive work-related outcomes. We sought to extend knowledge about the unique roles of these two personal resources by examining them simultaneously as predictors of teachers’ work-related outcomes. We also examined how two contextual factors (perceived autonomy-support

ABSTRACT In this self-study, we explore the benefits associated with developing inter-collegial friendships for sustaining our wellbeing in the academy. We have used anticipatory reflection to imagine what our idealised working situation might look like and then taken measured steps towards supporting one another to achieve our goals. Our research focus - to question how collaborative, professional

ABSTRACT Mounting criticism suggests that the recent introduction of a ‘gatekeeping’ test to improve the quality of teachers in Australia—the Literacy and Numeracy Test for Initial Teacher Education (LANTITE)—has had limited success in achieving its aim. Shaped by a discourse of inputs on how teacher quality might be achieved (‘quality in, quality out’), LANTITE was to address the apparent decline

ABSTRACT Coaching is increasingly emphasised as a promising feature of professional development, yet concrete understanding of this complex process is lacking. This study investigates an observation-based coaching process by interviewing coaches and teachers from a three-year longitudinal PD programme. Findings indicate that coaches often supplemented their pedagogy by establishing coaching culture

ABSTRACT A shifting notion in the field of early childhood education (ECE) is what it is to be a ‘professional’. This paper examines third-year early childhood undergraduate pre-service teachers (PSTs) developing understandings of notions of ‘professionalism’ as expressed through identity texts. PSTs develop knowledge of standards, frameworks and policies that impact on their professional work and

ABSTRACT Much research on educational innovations treats them as purposeful endeavours, initiated with a clear goal for improvement of practice and eventually evaluating the fidelity of their implementation as well as effectiveness. However, innovative practices in schools can have many sources and their implementation often takes a surprising and unanticipated course. In this article, we present a

ABSTRACT Early career teachers are increasingly required to be ‘classroom ready’ upon graduation and to demonstrate capabilities that match their more experienced colleagues. They are also joining a profession that is characterised by increased scrutiny and accountability driven by standards that seek to identify the hallmarks of good teaching. This agenda, constructed around a discourse of ‘quality’

ABSTRACT Teachers whose basic psychological needs for competence, autonomy and relatedness are satisfied tend to use a motivating teaching style characterised by the provision of autonomy support and structure, whereas teachers whose needs are frustrated tend to use controlling or chaotic styles which are considered de-motivating. Given the importance of an autonomy supportive and motivating teaching

ABSTRACT This study investigates meaningful events that student teachers identified from video recordings of their teaching practice that were used to improve their knowledge base. Data were collected from 21 student teachers at an Estonian university using a guided reflection procedure. Deductive qualitative content analysis was performed on meaningful events and student teacher reflections. Pearson’s

ABSTRACT While student engagement has been the subject of increasing attention in the field of education, attempts to translate research findings into practice have been hindered by a lack of clarity and consensus around the concept. It is generally agreed that teachers have an important role to play in promoting the engagement of students in classroom learning, however, little is know about how teachers

(2020). Editorial. Teachers and Teaching: Vol. 26, No. 1, pp. 1-2.

ABSTRACT This research examined how teachers regulate their emotions in the context of student misbehaviour and what the affective consequence of this regulation is for teachers. In Study 1 we descriptively examined which strategies teachers use to regulate their emotions in response to student misbehaviour and found that teachers use a variety of strategies to regulate their emotions. In Study 2,

ABSTRACT Lesson study (LS) is a collaborative practice of inquiry in which teachers design a lesson plan and work to improve it and its execution after observing its instruction. Originating in Japan, LS is recognised in international research as a useful mechanism for teachers’ training and professional development. However, research reveals that misconceptions arise when LS is adopted outside of

ABSTRACT This study focused on the question of how to enhance a mastery-goal orientation in the classroom. We started from the perspective of the achievement goal theory, which assumes that the goals that students have (personal goals) relate to the goals that are set in the classroom (classroom goal structures). In classrooms where teachers focus on learning and effort -instead of normative standards

ABSTRACT In 2009, the United States Department of Education (USDOE) incentivised states to create more rigorous teacher evaluation systems that better differentiated teacher performance as well as provided more information on what makes a high-quality teacher. One result of these revised teacher evaluation systems was principals, in most cases the primary evaluator of teacher performance, were tasked

ABSTRACT Data walls are a data use practice increasingly being adopted in western, Anglophone countries to display student academic achievement data. The purpose of data walls is to improve teaching and learning by helping teachers and/or students to identify patterns of growth and achievement, set goals, and plan instructional interventions or self-regulate. This paper presents a systematic review

ABSTRACT The aim of the present study was to explore links between teachers’ emotional labour, class-perceived instructional strategies and their students’ self-reported academic engagement. Data on emotional labour from N = 95 high-school teachers and their students’ (N = 2,111) perceptions of instructional strategies and self-reported academic engagement were analysed through doubly latent multilevel

ABSTRACT In the current study differences between primary school teachers classified as high-performing in their implementation of cooperative learning (CL) in their classrooms and teachers who were less successful in implementing cooperative learning were investigated. The levels of implementation of cooperative learning differed significantly between teachers, especially in teaching students the

ABSTRACT Drawing on the capability approach to human development and Bourdieuan reflexive sociology, this paper explores the interplay of teacher agency and professional practice. The paper names five facets of teacher agency. It shows that teachers with a strong sense of agency actively seek learning opportunities—inquisitive agency; think effortfully about their beliefs and practices—deliberative

ABSTRACT This paper presents a cross-cultural discussion of three episodes where students’ embodied dispositions serve as indicators of, and barriers to, learning. These episodes are drawn from a longitudinal study into school reform in Asia. Framed around a shared understanding of embodiment within practice approaches, and employing a unique method of translation, each author shares their understandings

(2019). Shaping teacher identities and agency for the profession: contextual factors and surrounding communities. Teachers and Teaching: Vol. 25, No. 8, pp. 915-917.

ABSTRACT This article examines the sociocultural shaping of teacher agency by focusing on how various conditions mediate teachers’ perceived professional space. Agency is understood from a sociocultural perspective as the mediated capacity to act, which is achieved and exercised in a professional space, and, consequently, shaped by the perceptions of this space. Based on thematic and interpretative