In this small-scale study we investigated ballet teachers' views and experiences of autonomy and autonomy support. For this purpose, we conducted semi-structured interviews with six ballet teachers in a prestigious pre-professional ballet school in Europe. Findings indicate that when and how autonomy was provided seemed to be impacted by whether a…

Visions of teacher professionalism may shape common conceptualizations of high-quality mentoring, sometimes distortedly. Nevertheless, this relationship is often unnoticed, and studies rarely analyze mentor--teachers' work according to their interrelating visions. This multiple case study aimed at this literature gap. It examined the goals that…

Planning lessons and in-the-moment improvising during enactment of the plan are two central activities inherent to the practice of teaching. To what extent are these pursuits conflicting or inconsistent? What are the characteristics of improvisation during teaching and what are teachers' possible stances on it? We discuss these questions based on…

Shifting to student-centered teaching-learning in the Philippines entails closer scrutiny of teacher beliefs. These beliefs shape the adoption and application of knowledge in classroom settings and educational reforms. Thus, this study aims to support the theoretical underpinnings of teacher belief. In particular, this study aims (1) to identify a…

Teachers as implementers of the curriculum have a vital role in delivering (Casey et al., 2009) reflecting teaching approaches in physical education classes. Cooperative learning is a teaching approach that meets the curricular requirements in Germany as well as considers the increasing heterogeneity of students. However, there is limited research…

This study fills a major gap in English as a Foreign Language (EFL) teacher education by examining the integration of pedagogical tact (PT) in an EFL teacher education programme in Turkey. Through an in-depth examination of the programme and semi-structured interviews, this study investigated to what extent PT, including empathising with and…

As an epistemological, axiological, and methodological paradigm, Critical Race Theory (CRT; Crenshaw et al., 2000; Harris, 1993) is a scholarly tool to identify and disrupt inequities, possible via CRT's core tenets towards troubling systemic racism. We argue that political movements in North Carolina (NC) exhibit attempts to delegitimize critical…

The present study examined whether secondary school (SE) teachers (N = 324, M[subscript age] = 37.97) and university (UNI) teachers (N = 225, M[subscript age] = 44.80) with a firmly grounded and well-explored teaching identity would report better work-related well-being and would adopt a more motivating teaching style. We expected the opposite for…

Drawing on ethnographic data of an urban school, this paper contrasts how two White female teachers take up the idea of 'teaching for social justice.' Fourth-grade teacher Maestra Rachel enacts a superficial understanding focused solely on curricular topics, while third-grade teacher Maestra Jennifer roots her teaching in an understanding of how…

This study describes a typology of the teaching styles of practicing teachers. Teaching style refers to a teacher's distinct qualities that are persistent from situation to situation regardless of the content. The Teaching Style Assessment Scale, which measures teaching style, was completed by 1,261 nursing faculty in Japan. Prior cluster analysis…

In this chapter, we examine the negative impact of excessive teacher entitlement on school life. We argue that teacher entitlement goes beyond individual traits, intricately linked to sociocultural processes and power dynamics within and outside educational institutions. The focus is on theoretical foundations to understand pedagogical practices…

Game-based learning (GBL) provides direct experience, reflection, and self-assessment opportunities. To support their knowledge and expertise on GBL, a group of Italian teachers volunteered in a four-month, free-access online training on GBL characteristics and GBL design to take games in school during the pandemic. Before the training, teachers…

The use of Evidence-based Practices (EBPs) in schools is heavily emphasized in educational research and policy; however, many teachers do not use EBPs for reading instruction and intervention. Previous research on the limited use of EBPs in classrooms has primarily focused on teacher characteristics, such as their attitudes or beliefs toward these…

This study explores how literacy is conceptualized by teachers in two primary classrooms, drawing upon James Paul Gee's theoretical framework on literacy as a social practice. The research is guided by two questions: How do teachers conceptualize literacy within the context of their classrooms? How do contextual characteristics position students'…

Purpose: In a previous study of authentic university academic caring (AUAC) at the University of the Virgin Islands (UVI), students perceived teaching faculty as the primary provider of academic caring and caregiving. This paper presents a research study on university faculty caring intelligence. University faculty caring intelligence is faculty's…