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Showing 1 to 15 of 77 results Save | Export
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Hyesun You; Sunyoung Park; Minju Hong; Alison Warren – Journal of Research in Science Teaching, 2025
Teacher professional development (PD) is essential to continuously improve teaching skills, to adapt to diverse student needs, and to promote equity and inclusion. Only a few studies to date have synthesized how PD programs improve teachers' content knowledge and instructional quality, as well as students' academic performance. In this…
Descriptors: Literature Reviews, Meta Analysis, Science Teachers, Faculty Development
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Qi, Chunxia; Lai, Mun Yee; Liu, Lizhe; Zuo, Siyu; Liang, Haili; Li, Ruisi – International Journal for Lesson and Learning Studies, 2023
Purpose: This study explored how teachers change, what teachers learn and how they learn during the implementation of project-based learning through lesson study. Design/methodology/approach: In this study, three university researchers, one doctoral student and six mathematics school teachers formed a lesson study team. Using a qualitative…
Descriptors: Student Projects, Active Learning, College Faculty, Faculty Development
Kathleen Jantaraweragul – ProQuest LLC, 2024
This multiple case study sought to examine the individual experiences of three different teachers' experiences with learning about and using project-based learning in their elementary classrooms. The following factors influencing teachers' instructional decision making were used: teacher knowledge, teacher pedagogical beliefs, teacher…
Descriptors: Case Studies, Elementary School Teachers, Teacher Attitudes, Decision Making
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Silvya Louis; Siswandari Siswandari; Leny Noviani – Journal of Education and Learning (EduLearn), 2024
Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators' comprehensive grasp of financial literacy education before imparting it to students. This…
Descriptors: Money Management, Financial Literacy, Faculty Development, Pedagogical Content Knowledge
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Van Mieghem, Aster; Verschueren, Karine; Struyf, Elke – Professional Development in Education, 2023
The move to include students with special educational needs (SEN) in mainstream education is one of the priorities of educational reform agendas in many countries. Also in Flanders (Belgium) the government's aim is to implement a more inclusive school system, but this faces some resistance from practitioners. This study examines the way in which…
Descriptors: Foreign Countries, Faculty Development, Inclusion, Equal Education
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Basdogan, Merve; Birdwell, Tracey; Harris, Tripp – Research in Learning Technology, 2022
Introducing new technologies to faculty members provides opportunities to reconstruct the ways they teach, evaluate, interact, and communicate. Yet, the personal and organisational perceptions regarding the nature of technology can filter, frame, and guide faculty's interactions with technology. In this case study conducted in a faculty…
Descriptors: Case Studies, Faculty Development, Teaching Methods, Definitions
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Soo-Yean Shim; Jessica Thompson – Science Education, 2025
We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4-year research-practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co-evolution of the teachers'…
Descriptors: Inquiry, Active Learning, Science Instruction, Teacher Leadership
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Harrell, Pamela Esprívalo; Thompson, Ruthanne; Waid, Julie – Research in Science & Technological Education, 2023
Background: Science teachers represent the critical link to the development of a scientifically literate citizenry who is capable of addressing societal problems and global challenges in ways that positively affect the quality of life. Purpose: We investigated how a long-term, inquiry-based professional development program could be utilized to…
Descriptors: Inquiry, Active Learning, Earth Science, Pedagogical Content Knowledge
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Zohar, Anat; Ben-Ari, Galit – Metacognition and Learning, 2022
Metacognition is an invaluable part of instruction of higher order thinking (HOT). The goal of this article is to review previous studies about teachers' knowledge and professional development (PD) in the area of metacognitive instruction in the context of teaching HOT. Part A of the article reviews 25 empirical studies assembled through a scoping…
Descriptors: Metacognition, Faculty Development, Pedagogical Content Knowledge, Teaching Methods
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Nami, Fatemeh – ReCALL, 2022
The growing popularity of online CALL professional development (PD) courses and programs has necessitated a more in-depth look into their design. For so doing, a qualitative case study was carried out to explore how project-based learning (PBL) contributes to six in-service teachers' CALL PD. Drawing on data obtained from technology-review…
Descriptors: Computer Assisted Instruction, Second Language Learning, Faculty Development, Language Teachers
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Geraets, Ashley A.; Nottolini, Isadore L.; Doty, Constance M.; Wan, Tong; Chini, Jacquelyn J.; Saitta, Erin K. H. – Journal of Science Education and Technology, 2021
There is an assumption that graduate teaching assistants (GTAs) have mastery of the chemistry content they are teaching and preparation to instruct students. However, in reformed classrooms, GTAs may need more support and resources. We designed chemistry rehearsal modules for use in a mixed-reality teaching simulator to help prepare GTAs for…
Descriptors: Graduate Students, Teaching Assistants, Active Learning, Science Instruction
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Siera Meyer; Chance Kanode; Bryan Reiling; Nathan W. Conner; Christopher T. Stripling; Laura Young; Mathew Kreifels; Mark Balschweid – Journal of Human Sciences & Extension, 2023
As Agricultural Education shifts to a more science-based curriculum to help fulfill shortcomings of the current United States science test scores, teachers implementing Inquiry-Based Learning (IBL) is becoming more important. For Agriculture Educators to do this, training is necessary for both new and experienced educators. This study was…
Descriptors: Active Learning, Inquiry, Biological Sciences, Curriculum
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Guerra, Aida; Nørgaard, Bente; Du, Xiangyun – Journal of Problem Based Learning in Higher Education, 2023
This study explored university teachers' professional learning when participating in a pedagogical development (PD) programme. The PD programme, entitled the Aalborg Certificate on Basics of PBL and Curriculum Change, had a workload of 150 hours and ran for four months, involving 23 teachers from Universidad Nacional de Colombia (Bogotá,…
Descriptors: College Faculty, Faculty Development, Problem Based Learning, Program Descriptions
Keith-Le, Julie A. – ProQuest LLC, 2023
Student-centered active learning strategies have been found to have a positive impact on student learning outcomes when compared to courses using traditional lecture methods in higher education. The practice of active learning is strongly linked to physical active learning classrooms (ALCs). Comprehensive studies show ALCs outperform traditional…
Descriptors: Active Learning, Student Centered Learning, Outcomes of Education, Comparative Analysis
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Goos, Merrilyn; O'Donoghue, John; Ní Ríordáin, Máire; Faulkner, Fiona; Hall, Tony; O'Meara, Niamh – ZDM: The International Journal on Mathematics Education, 2020
"Out-of-field" teaching refers to the practice of assigning secondary school teachers to teach subjects that do not match their training or education. This practice is an issue of concern in many countries around the world, and seems particularly prevalent in the teaching of mathematics. The aim of this paper is to analyse the design…
Descriptors: Secondary School Teachers, Mathematics Instruction, Teacher Qualifications, Faculty Development
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