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Louanne Smolin; Erin A. Preston – International Journal of Education & the Arts, 2025
This article explores the pedagogical orientations of four K-5 teachers who participated in four years of monthly STEAM professional development involving STEM-based artmaking and emergent curriculum design with professional artists. This narrative inquiry captures how the teachers made meaning of their experiences. Interviews were analyzed and…
Descriptors: Art Education, STEM Education, Elementary School Teachers, Faculty Development
Giorgio Ostinelli; Alberto Crescentini – Professional Development in Education, 2024
In this article, we analyse teacher professional development in five European countries (Italy, Germany, France, England and Finland), comparing their approaches to teacher professional learning and development (PLD). We performed this task using a general framework based on what several studies highlighted so far as key-features in educational…
Descriptors: Faculty Development, Foreign Countries, Teacher Competencies, School Culture
Mandy Thomas – ProQuest LLC, 2024
This study identified the experiences of middle school teachers in the Southeastern Louisiana participating in professional learning communities, using the social constructivism theory. The study uncovers the various factors that are present that influence instructional practices and student learning outcomes. Ten middle school teachers engage in…
Descriptors: Teaching Experience, Communities of Practice, Middle School Teachers, Influences
Shruthi Shree Nagarajan – ProQuest LLC, 2024
This dissertation presents a qualitative study investigating the challenges encountered by Early Childhood Special Education (ECSE) teachers during the dynamic landscape of the COVID-19 pandemic. The participants, comprising ECSE teachers, shared their experiences, highlighting key themes such as transparent decision-making, a yearning for…
Descriptors: Special Education Teachers, COVID-19, Well Being, Faculty Development
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
Julianne Lynch; Glenn Auld; Joanne O'Mara; Anne Cloonan – Journal of Education Policy, 2024
Focusing on teachers' practices amid a national curriculum 'implementation' project for schools identified as having high enrolments of students experiencing disadvantage, this paper uses narrative methods to illustrate what we refer to as teachers' everyday work-for-change. Teacher interview data was generated via a longitudinal multi-site case…
Descriptors: Educational Change, Educational Policy, Program Implementation, Disadvantaged
Harris, Jessica Krystle Frahm – ProQuest LLC, 2022
This study explored experienced high school science teachers' perceptions of their positive experiences with professional learning and their impact on pedagogical beliefs and classroom practice. Semi-structured interviews were conducted with six high school science teachers from six different high schools representing four different public school…
Descriptors: Science Teachers, Secondary Education, Teaching Experience, Faculty Development
Tram Van – ProQuest LLC, 2024
This qualitative phenomenological study explored experiences of teaching sex education and identified challenges to sexuality education among 10 Vietnamese high school educators. Sexuality education high-school teachers in Vietnam participated in in-depth interviews focused on (a) experiences associated with teaching sex education in Vietnamese…
Descriptors: Teaching Experience, Teacher Attitudes, Sexuality, Sex Education
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
Schwarts, Gil; Elbaum-Cohen, Avital; Pöhler, Birte; Prediger, Susanne; Arcavi, Abraham; Karsenty, Ronnie – Educational Studies in Mathematics, 2023
Professional development (PD) courses are the main context for mathematics teachers' lifelong learning. Leaders with expertise are needed to facilitate these courses; thus, there is a growing interest in understanding the nature of this profession, its core practices, and the challenges it entails. This paper focuses on a specific group of…
Descriptors: Experienced Teachers, Mathematics Teachers, Novices, Facilitators (Individuals)
Knikole Taylor – ProQuest LLC, 2023
The current study examined teachers' perceptions of online and blended professional development and their implementation of acquired learning in the classroom. Interviews with K-12 teachers from across the United States revealed key themes and implications for professional development practices. Collaboration emerged as a crucial element, with…
Descriptors: Faculty Development, Elementary Secondary Education, Electronic Learning, Blended Learning
Sonal Nakar; Rachel Trevarthen – Policy Futures in Education, 2024
Vocational education and training teachers play an integral role in ensuring students, both international and domestic, gain quality learning experiences and positive outcomes. The COVID-19 pandemic caused rapid changes and abruptly shifted vocational education from face-to-face teaching to teaching at a distance. This study aims to investigate…
Descriptors: Vocational Education, Vocational Education Teachers, Teaching Experience, COVID-19
Tashane K. Haynes-Brown – Professional Development in Education, 2025
This article examines the significance of professional development (PD) in shaping the beliefs undergirding teachers' classroom practices specifically learner-centred and teacher-centred beliefs, ICT beliefs and use of Information and Communication Technology (ICT). It highlights key considerations for designing and implementing PD grounded in…
Descriptors: Teacher Attitudes, Beliefs, Attitude Change, Faculty Development
Nicholas Bremner; Mingyu Li – Cogent Education, 2024
The purpose of this study was to explore teachers' experiences of a novel teacher education tool: the take-home timeline activity. A total of 25 English language teachers from four countries were invited to produce a visual timeline of how their beliefs and practices had changed over time. They were then asked to present and discuss their…
Descriptors: Foreign Countries, Language Teachers, English (Second Language), Elementary Secondary Education
Wayne Bailey; Kate Lavender; Andrew Youde; Joe Jiao – International Journal of Training Research, 2024
Chinese secondary school vocational education has been given increased prominence over recent years to support the country's need for a highly skilled workforce and continued economic growth. The integration of secondary vocational and higher vocational education to move towards a tertiary system embodying lifelong education with Chinese…
Descriptors: Teaching Experience, Vocational Education, Educational Policy, Educational Change