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Keaton Kirkpatrick – ProQuest LLC, 2024
This dissertation aims to center the experiences of first-year writing educators in one program with a shared curriculum. Guided by social theories of learning and scholarship and practices in writing studies and writing program administration, I conducted qualitative surveys and interviews with teaching-focused faculty and graduate teaching…
Descriptors: Beginning Teachers, Writing Instruction, Writing Teachers, College Faculty
Audrain, R. Lennon; Ruiz, Elizabeth A.; Maresso Wyatt, Lisa G.; Nailor, Natalie; Weinberg, Andrea E. – New Educator, 2023
Recent circumstances (e.g., COVID-19, socio-political tensions) exacerbate persistent teacher shortages, reinforcing the need to attend to factors associated with teacher retention. In this multimethod study, we explore outcomes of an online, year-long professional development focused on collaboration and autonomy -- two factors correlated with…
Descriptors: Teacher Collaboration, Professional Autonomy, Outcomes of Education, Faculty Development
Adriana Villavicencio; Wendy Martin; Cheri Fancsali; Maya Israel – Journal of Research on Technology in Education, 2025
Because of the rapid expansion of computer science (CS) education, educational leaders must consider how to recruit, prepare, and support teachers who typically do not have a background in CS. This study examines two professional development (PD) approaches used to introduce CS education to non-CS teachers. We aim to understand if/how each model…
Descriptors: Computer Science Education, Models, Faculty Development, Professional Autonomy
Zhanzhu Gao; Rui Yuan – Teaching in Higher Education, 2024
Drawing on data collected from multiple sources, this qualitative case study investigates how seven English-as-a-foreign-language (EFL) academics from a university in mainland China perceive and cope with their professional vulnerability within the system of performativity. Three themes were generated from the data: (1) professional vulnerability…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Karcher, Elizabeth; Guberman, Daniel; Bonem, Emily; Lumkes, John – Teaching & Learning Inquiry, 2022
Significant numbers of studies declare the effectiveness of "active learning" and numerous universities develop programs to support the incorporation of active learning methods, yet despite various incentives, adoption is met with resistance. This work shares the results of a study of instructor perceptions about active learning at a…
Descriptors: Teacher Attitudes, Active Learning, College Faculty, Agricultural Education
Amanda J. Rios – ProQuest LLC, 2022
In this qualitative study, the researcher analyzed how secondary educators perceived virtual professional development (PD) during the coronavirus (COVID-19) pandemic. Furthermore, the researcher explored educators' viewpoints on mental health and whether there were additional implications as it pertained to in-person PD. When school districts…
Descriptors: Teacher Attitudes, Teacher Motivation, Faculty Development, COVID-19
Even-?Zahav, Anat; Widder, Mirela; Hazzan, Orit – Teacher Development, 2022
Following Self-Determination Theory, scholars theorize that professional well-being is essential for teachers' satisfaction and personal-professional growth. However, teacher professional development programs (TPDPs) primarily focus on promoting student achievement and only partially and indirectly address teachers' professional well-being. The…
Descriptors: Faculty Development, STEM Education, Expertise, Self Determination
Gülsen, Erhan; Atay, Derin – Teacher Development, 2022
Teacher autonomy refers to a teacher's empowerment in the classroom, school, and community, leading to instructional efficacy and professionalism. Despite its proven contribution to pedagogical decision-making, studies reveal that many teachers lack sufficient autonomy mainly owing to institutional constraints. It is suggested that teachers…
Descriptors: Professional Autonomy, Teacher Empowerment, Communities of Practice, Faculty Development
Masoomeh Estaji – Language Testing in Asia, 2024
In global trends and current curricular policy reforms in second language (L2) education, there is a great emphasis on repositioning of teachers as assessors and teachers' role as responsible agents in assessment. However, various factors affect the agency of teachers as assessors in the classroom. This study explored the ways English as a Foreign…
Descriptors: Language Teachers, English (Second Language), Second Language Learning, Second Language Instruction
Cells, Paticia; Sabina, Lou L.; Touchton, Deb; Shankar-Brown, Rajni; Sabina, Kiara L. – Athens Journal of Education, 2023
Teachers' perceptions of long-term career success are largely related to the levels of support they receive early on in their careers. This study on teacher retention and the factors that influence teacher choice to remain in the field after the first five years of employment, examined three schools of varying demographics and socioeconomic status…
Descriptors: Teacher Persistence, Beginning Teachers, Influences, Faculty Development
Sarah Mercer; Miroslaw Pawlak – Studies in Second Language Learning and Teaching, 2024
Teacher professional development (PD) has been shown to have numerous benefits, such as greater self-efficacy, higher motivation, and enhanced wellbeing (e.g., Kimura, 2014; Polin, 2023; Wang & Chen, 2022), and teaching additional languages is certainly no exception. However, the extent to which teachers are willing and able to engage in PD…
Descriptors: Language Teachers, Second Language Learning, Second Language Instruction, Teacher Attitudes
Polat, Murat – Online Submission, 2022
The importance of empowering school participants is increasing day by day. A school with empowered teachers can take more confident steps towards future education. Thus, it is important to determine the empowerment level of teachers as an important stakeholder of the school. The main purpose of this research is to adopt a measurement tool…
Descriptors: Test Validity, Test Reliability, Test Construction, Turkish
Dover, Alison G. – Urban Education, 2022
This article presents the results of a mixed-methods study that examined how state policy requiring the use of high-stakes teacher performance assessments (TPAs) affected candidates enrolled in urban teacher preparation programs in the Midwest. The data reveal that despite institutional pass rates above the national average, the edTPA process…
Descriptors: Urban Education, Compliance (Psychology), Professional Autonomy, Accountability
Mostafa Morady Moghaddam; Seyyedeh Fahimeh Parsaiyan – Language, Culture and Curriculum, 2025
In the field of TESOL, teacher guides are widely used resources providing instructional support and guidance to English language teachers. Drawing upon Vygotskian sociocultural theory, this research explored how novice language teachers perceive the mediational roles of these artifacts in shaping their teaching practices and the affordances and…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Hanson, Janet Lee – AERA Online Paper Repository, 2020
This mixed methods study explored administrators' self-efficacy (SE) as school leaders (n=14) and influences promoting their willingness to continue, in spite of obstacles, and tested the usefulness of a new model to facilitate trustees and superiors in supporting administrators and building administrators' professional and personal agency.…
Descriptors: Administrators, Leadership Effectiveness, Self Efficacy, Trustees
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