The purpose of this baseline study is to determine the significant problems confronting history education in secondary school. The researchers employed qualitative research methods and case study design. The techniques that were employed to acquire credible data were document analysis, interviews, and classroom observation. Six experienced history…

The rise of digital technologies since the second half of the 20th century has transformed every aspect of our lives and has had an ongoing effect even on one of the most conservative fields, education, including chemistry education. During the COVID-19 pandemic, chemistry teachers around the world were forced to teach remotely. This situation…

While computer science is widely recognized as crucial for all U.S. high school students, challenges persist for teachers' pedagogical, content, and culturally responsive-sustaining education. In this paper, we explore how a co-teaching model with an experienced CS instructor shaped three novice CS teachers' knowledge while implementing Advanced…

The purpose of this collective case study was to explore the self-initiated reflective practices of early and late career inservice music teachers in a variety of educational settings. This research was guided by the following questions: (a) How do music teachers in a variety of settings and career stages describe the reasons they engage in…

For my dissertation requirement, I conducted two research projects, collaborating with my dissertation advisor on both projects. In my first project, I employed a phenomenology methodology to investigate how teachers' professional needs, practices, and motivations align with the goals of the professional learning community to enhance teacher…

This study aims to determine the topic-specific nature of two experienced chemistry teachers' pedagogical content knowledge (PCK) in the topics of interactions between chemical species and states of matter. The teachers' PCK on these topics was investigated in terms of the following components: orientations toward science teaching (OST), knowledge…

Despite new challenges in selecting and using curriculum resources during the COVID-19 pandemic, teachers continued to use existing resources published by the ministry or global publishers. Understanding how teachers use curriculum resources is necessary for designing more effective curricula and drawing lessons for professional development. This…

Teachers' use of formative assessment (FA) has been shown to improve student outcomes; however, teachers enact FA in many ways. We examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers. We developed a coding scheme through a…

The aim of this study is to examine the effect of history teachers' visual usage level on high school students' visual reading skills. This qualitative research, consisting of two stages, was carried out using a holistic multi-case study design. In the first stage, 19 history teachers were observed in the classroom and their visual usage status in…

This article shares insights from the experiences of three high school practitioners and two university faculty who participated in a school-university-based action research program as a voluntary part of the teachers' professional development. The three high school practitioners conducted action research projects around questions that stemmed…

This research explores potential benefits of the spontaneous collaboration of a small group of teachers regarding their professional identity (PI) and related metacognitive thinking procedures. The researcher conceptualizes the co-operation of PI and metacognition via interactive pedagogical problem-solving and presents spontaneous collaboration…

Teaching practices and rationales of experienced online social studies teachers at one fully online high school in the southeastern United States were aligned with the Community of Inquiry theoretical framework using the descriptive case study method. The practices and beliefs of three male teachers and one female teacher, all with three or more…

Can participation in a 4-day workshop change science teachers' beliefs about reformed science teaching? We observe a significant difference between pre- and post-workshop surveys and explore an unexpected relationship involving teaching experience. Results of this exploratory study indicate a significant correlation between high school science…

The purpose of this study was to better understand the relationship between novice teachers' context-specific self-efficacies and stresses and whether these constructs differed from the self-efficacies and stresses of experienced teachers in middle school and early high school. Novice teachers, or teachers in their first 5 years of teaching, are…

Our study contributes to understanding teacher mentoring by exploring impacts of feedback from multiple mentoring sources as teachers with varying levels of experience learned to implement student-centered instruction. Mentees in our study learned to implement a student-centered model, supported by mentoring from students and teachers experienced…