The aim of this study was to re-analyze data derived from the lead author's recent implementation of the approach, active learning in an English-language course in Japan through the lens of language teacher resilience. To do this, the study drew on the complexity-informed model of teacher resilience proposed by Kostoulas and Lämmerer (2018) and…

The Planning the Community Program in Agricultural Education course exists to provide preservice teachers in agricultural education with knowledge about FFA and supervised agricultural experiences (SAEs). As such, pre-service teachers embarked on a six-week project-based learning experience in Spring 2016 in which they raised a pen of broilers…

As teacher educators (TEs), we have a unique and remarkable opportunity to mentor the next generation of teachers. Over the years, our teacher candidates (TCs) have reported a sense of cognitive and affective dissonance while engaging in their culminating master's research requirement as part of a research seminar course. Cognitively, this…

Active learning pedagogies such as inquiry-based learning have the potential not only to improve students' science literacy but also promote affective learning and interest in science, technology, engineering, and mathematics (STEM) careers. Moreover, a focus on affective learning may be key to improve recruitment in STEM. Yet, we know little…

Nine secondary school teachers participated in a five day training program where they developed inquiry-based pedagogical interventions for their science classes. Student interest and self-concept in school science and technology were measured before and after the interventions. Increases in interest and self-concept were compared with the results…