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Dennis Francis – Teachers and Teaching: Theory and Practice, 2024
This paper explores how transphobia is understood and responded to in South African schools. Drawing on qualitative data gathered from in-depth interviews with teachers, school managers, and TGD school-attending youth, the findings show that while there are minimal efforts to respond to and dismantle transphobia, school managers and teachers…
Descriptors: LGBTQ People, Sexual Identity, Youth, Foreign Countries
Conner, Jerusha O. – Teachers and Teaching: Theory and Practice, 2022
As interest in student voice has grown over the past two decades, questions have emerged about how teachers conceive of and engage with student voice, the extent to which they do so, and how these practices vary across different school and district policy contexts. This study explores these questions, using survey data collected from U.S. teachers…
Descriptors: Teaching Experience, Student Attitudes, Teacher Attitudes, Teacher Student Relationship
Andrew Kwok; Megan S. Patterson; Mario I. Suárez; Debbee Huston; Douglas Mitchell – Teachers and Teaching: Theory and Practice, 2024
This quantitative study explores novice teacher and coach ratings on coaching skills. Annual surveys were collected from respondents throughout a two-year programme to learn more about their induction experiences. We run a series of t-tests to identify differences between respondent groups and over time as well as multiple linear regressions to…
Descriptors: Teacher Orientation, Coaching (Performance), Skill Development, Novices
Morrison, Scott A.; Brown Thompson, Corliss; Glazier, Jocelyn – Teachers and Teaching: Theory and Practice, 2022
Research on culturally informed pedagogies (e.g., culturally relevant pedagogy, culturally sustaining teaching, reality pedagogy) has been ongoing for decades, yet very few studies follow teachers into their classrooms after they are introduced to the topic. We conducted an intrinsic case study of three practicing maths teachers after they…
Descriptors: Culturally Relevant Education, Teacher Education Programs, Consciousness Raising, Student Attitudes
Daniel, Emily; Van Bergen, Penny – Teachers and Teaching: Theory and Practice, 2023
Teachers face a range of exhausting job demands which contribute to burnout. These demands may be particularly acute during the COVID-19 pandemic, with lockdowns forcing rapid shifts to remote teaching. Yet during times of stress and upheaval, personal resources such as teaching self-efficacy and emotion regulation may protect teachers against…
Descriptors: Teacher Burnout, Self Efficacy, COVID-19, Pandemics
Gardner, Fiona; Southall, Anne E.; Baxter, Lindy – Teachers and Teaching: Theory and Practice, 2022
Teachers are faced with an increasingly complex environment in which they need significant support to foster the classroom climates their students benefit from. Developing a critical understanding of the school and broader social context can foster awareness of the 'bigger picture' that influences the school community individually and…
Descriptors: Foreign Countries, Reflection, Principals, Teacher Attitudes
José Weinstein; Javiera Peña; Matías Sembler; Elisa Ansoleaga – Teachers and Teaching: Theory and Practice, 2024
The COVID crisis has caused that the way of teaching classes in schools must be reinvented, but it has also transformed other dimensions of relationship between teachers and students. This article collects qualitative information regarding how high school teachers have developed actions to interact with their students, as well as the vision that…
Descriptors: Foreign Countries, High School Students, High School Teachers, COVID-19
Becky Taylor; Jeremy Hodgen; Laurie Jacques; Antonina Tereshchenko; Maria Cockerill; Rosa Kit Wan Kwok – Teachers and Teaching: Theory and Practice, 2024
During the initial period of 'lockdown' in response to the COVID-19 pandemic, schools in England were closed to the majority of pupils for 15 weeks. We examine how during this time schools provided emergency remote teaching in mathematics to lower secondary pupils with different levels of prior attainment and advantage. Drawing on a mixed-methods…
Descriptors: Secondary School Students, School Closing, Disadvantaged, Mathematics Instruction
Heras, Esteban; Calle, Ana María; León, Verónica; Pichasaca, Cristian – Teachers and Teaching: Theory and Practice, 2023
The aim of this study was to explore indigenous teachers' and indigenous and mestizo student teachers' beliefs about social justice and English language learning in the Ecuadorian context. Based on data collected through interviews and one focus group session, it was found that many indigenous believe English might be a convenient tool for…
Descriptors: Social Justice, English (Second Language), College Faculty, Beliefs
Victoria Handford; Leena Yahia; Hasan Kettaneh; Cherie Finley; Jake Schmidt; Thomas Rinshed; Rabia Abdeddaim; Mike Faisthuber – Teachers and Teaching: Theory and Practice, 2024
Using a co-writing, participation-by-design approach applied to a case study methodology, this article highlights some experiences in education during the first four months of the COVID-19 pandemic. Changes in focal purpose, hierarchy of leadership, engagement between teachers and school leaders and homes focussed on student learning and…
Descriptors: COVID-19, Pandemics, Adjustment (to Environment), School Closing
Proudfoot, Kevin – Teachers and Teaching: Theory and Practice, 2022
This article examines how teachers' professional development motivations are affected by introjected regulation. A theoretical thematic analysis of teacher interview and survey open response data is conducted, exploring the extent to which teachers perceive themselves to be motivated by factors such as self-esteem and the regard of others.…
Descriptors: Faculty Development, Teacher Motivation, Self Esteem, Teacher Attitudes
Junjun Chen; Lutong Zhang; Xinlin Li; Yingxiu Li; Wendan Xu; Zi Yan – Teachers and Teaching: Theory and Practice, 2024
This paper describes the development and validation of the multidimensional Teacher Well-being Inventory underlined by a rational-empirical approach using teacher samples from China. A 20-item multidimensional instrument on teacher well-being was established with good psychometric characteristics. The results yielded five dimensions, which…
Descriptors: Foreign Countries, Teacher Welfare, Test Validity, Measurement Techniques
Martin Matthews; Sally Bamber; Luke Jones – Teachers and Teaching: Theory and Practice, 2023
This arts-based research considers creativity in the professional lives of English teachers in a school in England within the context of a progressively performative education system. In addition, it explores how found poetry can represent participants' voices in an illuminating and authentic manner. The teachers who participated in the study were…
Descriptors: Foreign Countries, English Teachers, Poetry, Creativity
Teacher Perspectives on Fostering Collaborative Relationships with Families with Refugee Backgrounds
Shana J. Haines; Cynthia C. Reyes – Teachers and Teaching: Theory and Practice, 2023
The purpose of this study was to understand educators' perspectives of the state of teacher-family relationships with refugee-background families resettled in the U.S. as well as factors that facilitated and impeded the formation of collaborative relationships. Drawing on data from interviews with 42 teachers across three school districts in a…
Descriptors: Teacher Attitudes, Cooperation, Family School Relationship, Refugees
Ilana Finefter-Rosenbluh; Amanda Berry – Teachers and Teaching: Theory and Practice, 2024
Student voice initiatives such as Student Perception Surveys (SPS) are increasingly promoted by education authorities to assess teaching for learning improvement. Nevertheless, considerable ambiguity surrounds teacher and student consultation and involvement during the implementation of and response to SPS, suggesting students' scepticism in the…
Descriptors: Student Surveys, Student Attitudes, Secondary School Teachers, Teacher Researchers