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Direct linkLisa Damaschke-Deitrick; Ericka Galegher; Petrina M. Davidson; Alexander W. Wiseman – Teachers and Teaching: Theory and Practice, 2023
This study explores the needs and preparedness of teachers of refugees and forced immigrant (RFI) students in the United States. Research examining the role and influence of teachers on RFIs in education systems is sparse. As a result, there is a critical shortage of an evidence base and subsequent resources, strategies, and policies on teacher…
Descriptors: Refugees, Immigrants, Teacher Competencies, Teacher Education
Youmans, Alexandra; Godden, Lorraine – Teachers and Teaching: Theory and Practice, 2022
The Coalition Model for Professional Development (CMfPD) was created to develop capacity in a network of adult and continuing education (A&CE) staff from eight district school boards in the eastern Ontario region in Canada. The CMfPD had three main components: (1) a collaborative structure, (2) continuous learning and (3) a culture of care.…
Descriptors: Professional Development, Models, Capacity Building, Adult Education
Kewalramani, Sarika; Adams, Megan; Cooper, Rebecca – Teachers and Teaching: Theory and Practice, 2022
A novel way to support change and development in a country's education system is to send teachers abroad on a professional learning program, so that they become immersed in a different culture, language and education system. The focus of this study was to investigate the supports and tensions created during a professional learning and leadership…
Descriptors: Foreign Countries, STEM Education, Teachers, Professional Development
Hamilton, Miriam; O' Dwyer, Anne; Leavy, Aisling; Hourigan, Mairéad; Carroll, Claire; Corry, Edward – Teachers and Teaching: Theory and Practice, 2021
This paper explores the experiences and professional learning of a group of in-service primary school teachers, participating in a STEM education programme in Ireland. Four primary teachers from the same case school engaged in a two-year project to explore STEM teaching and learning. This STEM project was structured as a multi-tiered partnership…
Descriptors: Elementary School Teachers, Teacher Attitudes, STEM Education, College School Cooperation
Simoncini, Kym; Pamphilon, Barbara; Smith, Hilary – Teachers and Teaching: Theory and Practice, 2021
Providing professional development (PD) for Papua New Guinea (PNG) teachers is highly challenging due to the remoteness of schools, limited budgets, travel costs, and safety. The essential follow-up guidance and support after PD workshops is rarely possible, especially for the majority of teachers, who work in rural schools. In addition, the…
Descriptors: Video Technology, Technology Integration, Professional Development, Inservice Teacher Education
Moradoff, Yafit; Kramarski, Bracha; Heaysman, Orna – Teachers and Teaching: Theory and Practice, 2021
One of the required 21st-century skills necessary to cope with challenging tasks in teaching is nurturing active independent learners who can perform self-regulated learning (SRL). To support teachers in attaining and transferring their newly acquired knowledge and practices to real-time teaching in the classroom, an effective professional…
Descriptors: Student Centered Learning, Authentic Learning, Simulation, Self Management
