Teachers' reflective ability is a critical factor in improving the quality of learning in elementary schools. Reflection enables teachers to critically evaluate their teaching practices, identify strengths and weaknesses, and develop more effective strategies to address students' needs. This study aims to assess the level of self-reflective…

Non-behavioral factors potentially enhance the development of teachers' professional competencies. Because there is a lack of research examining the direct relationships between teachers' professional competencies and these non-behavioral factors, present study aimed to identify the main cognitive, personality and motivational antecedents of…

This instrumental case study explores how a single teacher whose preservice teacher education program included the practice and implementation of differentiation for all students, gifted pedagogy, and a gifted clinical practicum described the factors that shaped her practice and implementation of differentiation for gifted students in her general…

Sixty-eight percent of fourth-grade public school students in the United States performed below the National Assessment of Educational Progress proficient level on the 2022 reading assessment, yet Massachusetts fourth-grade students demonstrated better reading outcomes. The problem addressed through this study was a lack of knowledge regarding the…

The project reported in this article focused on evaluating the use of a pre-existing observation schedule to document dimensions of primary teachers' AfL practice with the intent of using this information to enhance teacher assessment capability. Using the voices of the participant teachers, challenges teachers faced were identified when observing…

Teaching artists are often a central feature of arts-in-education work in North American schools. This article examines a teaching artist's engagement in one New York City school, with three classroom teachers, as part of the Philharmonic Schools program. Through a qualitative case study approach, musician-teacher partnership within one public…

The purpose of this qualitative case study was to explore and document the complexity of elementary level teacher candidates' (TC) visions of linguistically responsive literacy instruction while reflecting on and discussing exemplary teachers' video cases in a semester-long video club. The following questions guided this study: What do TC notice…

It is essential for second/foreign/additional language teachers to develop their digital competence in digital environments. This article explores language teacher development in digital technology integration in terms of exploration, communication, collaboration, and reflection (ECCR). It presents the results of a study that investigated how…

Many elementary teachers find the complexity of understanding and teaching mathematical reasoning challenging. Teachers can benefit from professional learning (PL) programs designed to develop strategies to identify reasoning and implement it in mathematics lessons. This paper reports on a PL program designed to support a Peer Learning Team (PLT)…

Calls for the renewal of teacher preparation through clinical practice have left many novice teacher educators to learn on the job. This article reports on the research of two such novices, studying their own practice. Addressing the need to better understand the approaches teacher educators take to clinically grounding their work, the authors…

The article adds to a growing conversation that recognizes and supports young children's civic capabilities, positioning them as citizens-now and not simply citizens in the future. They detail how three different classrooms sought to work with children to engage in social action on behalf of their broader community. This response wonders alongside…

Co-teaching is a fieldwork model in teacher education used to describe the shared responsibility of educators engaging in the process of planning, teaching, and reflecting to support student learning. While research often describes this model between teacher candidates and mentor teachers, this research examined co-teaching between university…

This article investigates a teacher learning program in Mexico, Desarrollo de la Inteligencia a través del Arte: DIA (Development of Intelligence through Art: DIA), that supports teachers in applying holistic approaches to instruction that support social, emotional, academic, and cognitive growth. Using qualitative and quantitative measures, this…

In this phenomenological study, two finalists for the Presidential Award for Excellence in Mathematics and Science Teaching (PAEMST) are interviewed with the objective of uncovering their instructional self-regulation experiences and processes. Both finalists teach in a school where the majority of students come from poverty and approximately half…

This paper reports an exploratory study of the development of intercultural competence (IC) in elementary school teachers in Catalonia, Spain, utilising mixed-method quantitative and qualitative assessments. Through enrolment in a teacher training activity, the starting point was the administration of the Intercultural development inventory (IDI)…