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Kevin Butler – Online Submission, 2024
The actions of a teacher are one of the strongest factors influencing students' academic achievement and future life success. However, some of the most common frameworks that are used to evaluate teachers and guide their development or improvement are not based on or informed by research about effective teaching methods. Other frameworks are…
Descriptors: Faculty Development, Teacher Evaluation, Teacher Effectiveness, Evaluation Methods
Salomé Martínez; Helena Montenegro – Professional Development in Education, 2025
For educators, identifying and characterising problems in their teaching practice is essential for triggering inquiries into their practice. Knowing what educators consider problematic is essential for generating strategies for situated approaches to help teacher educators manage their problems and promote professional learning. In this study, we…
Descriptors: Foreign Countries, Mathematics Teachers, Educational Practices, Teaching Methods
Lori Ann Mumpower – To Improve the Academy, 2025
The Center for Teaching and Learning Excellence at Embry-Riddle Aeronautical University (ERAU) created a Small Teaching Challenge, leveraging department chairpersons to encourage faculty adoption of evidence-based, small teaching practices. Inspired by James Lang's "Small Teaching" (2016) and previous collaborations with department…
Descriptors: Department Heads, Educational Practices, Teaching Methods, Evidence Based Practice
Developing Student Agency through Authentic Application of Socioscientific Issues in STEM Classrooms
Becky Mathers; Joseph Johnson; Alan Kaufmann; Nicholas Sinni; Eli Louis; Eva Henneman – Turkish Journal of Education, 2024
This study explores the experiences of STEM teachers who participated in professional development (PD) workshops focused on supporting the use of a socioscientific issues (SSI)/socioTransformative constructivism (sTc) framework as an avenue to incorporate SSI into lessons and empower students to become agents of change outside the classroom. The…
Descriptors: STEM Education, Science and Society, Learner Engagement, Personal Autonomy
Theresa Marie Canche – ProQuest LLC, 2024
Effective classroom management (CM) is critical to promoting student success, as there is a clear connection between teacher CM practices and student academic, social, and behavioral outcomes. Research demonstrates that children spend more time academically engaged, progress more rapidly, and have higher levels of academic achievement when they…
Descriptors: Classroom Techniques, Feedback (Response), Faculty Development, Multi Tiered Systems of Support
Lindsey Hubbard; Katy May; Stella Jackman-Ryan; Margareta M. Thomson – International Journal of Research in Education and Science, 2024
This study explored 8 high school science teachers' experiences in an 8-week immersive research laboratory professional development program. The aim was to understand their motivation for participating and what factors influenced changes in beliefs about science instructions. Mentor scientists and their lab members hosted teachers for the duration…
Descriptors: High School Teachers, Science Teachers, Beliefs, Educational Practices
Kristie W. Smith; Jessica DeMink-Carthew; Keith Burgess; Bogum Yoon; James Nagle; Penny Bishop – RMLE Online: Research in Middle Level Education, 2024
Middle grades teachers and middle grades teacher educators are practicing in a complex sociocultural and sociopolitical moment. As part of the recent critical turn in middle grades education, antiracist teaching and equity pedagogies have gained momentum in the middle grades education literature. Calls to engage in these practices, however, have…
Descriptors: Faculty Development, Equal Education, Racism, Teacher Educators
Emily V. Reigh; Emily Adah Miller; Ayça K. Fackler; Maria Chiara Simani – Science Education, 2025
This paper examines a professional learning (PL) program for upper elementary teachers focused on developing instructional practices to support multilingual learners (MLLs) in science. The PL sought to support teachers' praxis, which we describe as their sense of agency to critically analyze and take action against barriers to MLLs' opportunities…
Descriptors: Multilingualism, Bilingual Education, Bilingual Students, Praxis
Serafina Pastore; Monica Mincu – European Journal of Teacher Education, 2024
The unprecedent times of the COVID-19 pandemic have had a relevant impact on schooling. In this context, identifying the features of effective and responsive teachers' professional development paths in the assessment domain has never been as critical as it is today. However, despite the widespread interest in teacher assessment literacy and…
Descriptors: COVID-19, Pandemics, Faculty Development, Assessment Literacy
Vicente J. Llorent; Francisco Yuste-Hidalgo; Mariano Núñez-Flores – Journal of Education for Teaching: International Research and Pedagogy, 2025
The teaching of social and emotional competencies (TSEC) is crucial for the academic and social development of learners of school age. The TSEC is more effective when it is carried out by teachers. This study aimed to analyse the relation between the teachers' characteristics and their TSEC. Participants were 731 secondary education teachers…
Descriptors: Teacher Characteristics, Secondary School Teachers, Social Emotional Learning, Special Needs Students
Mark Hofer; Adam Barger; Kelly Leffel; Katalin Wargo – To Improve the Academy, 2024
The COVID-19 pandemic and the shift to remote, blended, and online teaching and learning presented universities around the world with myriad challenges. This rapid shift into uncharted territory, however, also created an opportunity for faculty developers to lead exploration of new pedagogies, challenging teaching assumptions. In this article, we…
Descriptors: Blended Learning, Communities of Practice, Educational Change, COVID-19
Latif, Muhammad Wasim; Wasim, Arzoo – Language Testing in Asia, 2022
The purpose of this study was to pursue an enhanced understanding of teacher assessment literacy by investigating tertiary EFL practitioners' assessment-related personal theories, conceptions and beliefs. The study was based on sociocultural theory as a theoretical framework and informed by interpretivism philosophical underpinnings. Twelve…
Descriptors: Teacher Attitudes, Postsecondary Education, Assessment Literacy, Theories
Moore, Sabrina; Roche, Joseph; Bell, Laura; Neenan, Emer Emily – Journal of Museum Education, 2020
The growth of the Maker Movement has had a profound impact on museum education, particularly in science centers and museums that have established Maker Spaces, Fab Labs, or Tinkering Studios. While this has resulted in new educational practice taking root in these organizations, it has also raised the question of how best to support museum…
Descriptors: Museums, Reflection, Entrepreneurship, Educational Practices
Caratiquit, Kevin; Pablo, Reynel – Online Submission, 2021
Purpose: This study aimed to explore the practices of secondary public school teachers in preparing for classroom observation amidst the new normal of education. The emphasis of this study was drawn from the central question, "What are the practices of secondary public school teachers in preparing for classroom observation amidst the new…
Descriptors: Secondary School Teachers, Educational Practices, Observation, Foreign Countries
Kitchen, Richard; Martinez-Archuleta, Monica; Gonzales, Lorenzo; Bicer, Ali – Education Sciences, 2021
While it is well-documented that students of color and students from low-income communities have often been denied access to a challenging education in mathematics in the United States, less is known about how teachers of color have overcome their deprived educational backgrounds to become teachers of mathematics who implement inquiry-based…
Descriptors: Educational Change, Faculty Development, Mathematics Education, Minority Group Teachers