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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
Krauskopf, Karsten; Foulger, Teresa S.; Williams, Mia Kim – Teacher Development, 2018
Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Mixed Methods Research, Metacognition
Investigating Student Teachers' Presentations of Literacy and Literacy Pedagogy in a Complex Context
Burnett, Cathy; Daniels, Karen; Gray, Lyndsay; Myers, Julia; Sharpe, Sheila – Teacher Development, 2015
The field of literacy and primary literacy education is patterned by multiple discourses and this raises challenges for those educating the next generation of primary literacy teachers. In England, the last 15 years have seen considerable levels of prescription in the primary literacy curriculum and compliance by the school and teacher education…
Descriptors: Foreign Countries, Student Teachers, Literacy, Literacy Education
Harvey, Marina; Ambler, Trudy; Cahir, Jayde – Teacher Development, 2017
Anecdotal and empirical evidence indicates that mentoring can be a successful strategy for supporting professional learning, yet limited literature exists on approaches to mentoring designed specifically for academics working in higher education. The aim of this study was to create an approach to mentoring tailored to the needs of academics and…
Descriptors: Mentors, College Faculty, Faculty Development, Evidence Based Practice
Hunzicker, Jana – Teacher Development, 2013
Part of a larger qualitative study to better understand how teachers learn to exercise informal leadership in the schools and districts where they work, this article illustrates dispositions of emerging teacher leadership by identifying and describing three possible teacher leadership prerequisites through lived experience examples. Eight…
Descriptors: Teacher Leadership, Elementary School Teachers, Middle School Teachers, Focus Groups