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Kilbane, James F.; Clayton, Christine D. – Teachers and Teaching: Theory and Practice, 2023
In this study of 211 teacher work samples derived from a professional development programme, teachers' conceptualisations of student inquiry were revealed by examining the nature of perceived outcomes and the role of critical thinking that animated teachers' student inquiries collected over nine years. Using a schema adapted from the literature,…
Descriptors: Faculty Development, Teacher Attitudes, Inquiry, Critical Thinking
Andrew Kwok; Megan S. Patterson; Mario I. Suárez; Debbee Huston; Douglas Mitchell – Teachers and Teaching: Theory and Practice, 2024
This quantitative study explores novice teacher and coach ratings on coaching skills. Annual surveys were collected from respondents throughout a two-year programme to learn more about their induction experiences. We run a series of t-tests to identify differences between respondent groups and over time as well as multiple linear regressions to…
Descriptors: Teacher Orientation, Coaching (Performance), Skill Development, Novices
Khanal, Sudeep – Teachers and Teaching: Theory and Practice, 2022
In this article, I analyse non-Dalit teachers' outlooks by positioning them within a culturally complex caste system, considering its influence on Dalits' education. Nepalese society is ruled by a caste system, where non-Dalits--Brahmins and Kshatriya are considered pure and powerful, and Dalits are viewed as impure and powerless. This…
Descriptors: Program Effectiveness, Faculty Development, Social Class, Capacity Building
Adebayo, Seun Bunmi – Teachers and Teaching: Theory and Practice, 2022
This research paper explores teachers' contribution to quality education in the midst of political, economic and social struggles in post-conflict Liberia. The paper adopts the qualitative research method and interviews were conducted with teachers and educational stakeholders to examine the needed contributions of teachers to quality education in…
Descriptors: Conflict, Conflict Resolution, Foreign Countries, Educational Quality
Zhang, Hong; He, Yuheng – Teachers and Teaching: Theory and Practice, 2023
This qualitative study seeks to explore how two university English-as-a-foreign-language (EFL) teachers learned to teach critical thinking (CT) through lesson study in China. Informed by relevant literature on CT and teachers' learning to teach CT, and drawing on data from interviews, classroom observation, artefacts and research journals for one…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Language Teachers
Proudfoot, Kevin – Teachers and Teaching: Theory and Practice, 2022
This article examines how teachers' professional development motivations are affected by introjected regulation. A theoretical thematic analysis of teacher interview and survey open response data is conducted, exploring the extent to which teachers perceive themselves to be motivated by factors such as self-esteem and the regard of others.…
Descriptors: Faculty Development, Teacher Motivation, Self Esteem, Teacher Attitudes
Singh, Kuki; Mueller, Julia – Teachers and Teaching: Theory and Practice, 2021
The dynamic nature of feedback makes provision of learning enhancing feedback challenging. A collaborative peer mentoring professional development case study utilising observational video data from a series of lessons examined how teacher feedback knowledge and beliefs are articulated and developed in pedagogical practices, and the tensions that…
Descriptors: Feedback (Response), Teacher Role, Elementary School Teachers, Cooperative Learning
Wing Hoi Cathy Shiu – Teachers and Teaching: Theory and Practice, 2024
This study aimed to explore ESL teachers' perceptions of online teaching during the COVID-19 outbreak in Hong Kong. A qualitative multiple-case study approach was employed, focusing on the online teaching experiences of three teachers in primary school contexts. Through semi-structured interviews and thematic analysis, rich data were collected and…
Descriptors: Foreign Countries, Language Teachers, English (Second Language), Second Language Instruction
Zhang, Xin; Admiraal, Wilfried; Saab, Nadira – Teachers and Teaching: Theory and Practice, 2022
The school context has the potential to hinder or stimulate teachers' motivation to attend Continuous Professional Development (CPD) programs. The present study investigated the relationship between workplace conditions in schools and teachers' autonomous motivation to participate in CPD. A questionnaire was completed by 472 teachers in 13 schools…
Descriptors: Foreign Countries, Elementary School Teachers, Faculty Development, Continuing Education
Postholm, May Britt – Teachers and Teaching: Theory and Practice, 2019
This article focuses on teacher educators' role and how it was enacted and experienced by teachers and leaders in a school-based development project. The arena for the teachers' professional development was the school, and teacher educators at one teacher-education institution and three schools took part in the research. Teacher educators,…
Descriptors: Teacher Educators, Teacher Role, Faculty Development, Teacher Attitudes
Bright, David – Teachers and Teaching: Theory and Practice, 2022
The growth of international schools, particularly non-traditional schools, driven by demand from host-nation families for an English-medium international education, has resulted in increasing numbers of Western English-speaking expatriates teaching abroad. Although several typologies of international school teachers have been developed,…
Descriptors: Nontraditional Education, International Schools, English (Second Language), Second Language Learning
Hamilton, Miriam; O' Dwyer, Anne; Leavy, Aisling; Hourigan, Mairéad; Carroll, Claire; Corry, Edward – Teachers and Teaching: Theory and Practice, 2021
This paper explores the experiences and professional learning of a group of in-service primary school teachers, participating in a STEM education programme in Ireland. Four primary teachers from the same case school engaged in a two-year project to explore STEM teaching and learning. This STEM project was structured as a multi-tiered partnership…
Descriptors: Elementary School Teachers, Teacher Attitudes, STEM Education, College School Cooperation
Zhang, Jia; Yuan, Rui – Teachers and Teaching: Theory and Practice, 2020
This mixed-method study explored the influences of professional learning communities (PLCs) on teachers' job satisfaction in China. A questionnaire survey was administered to 488 teachers in 16 primary schools in Shanghai to examine the effect of PLCs on teachers' job satisfaction. Follow-up qualitative interviews with 10 teachers were conducted…
Descriptors: Job Satisfaction, Teacher Attitudes, Communities of Practice, Teacher Surveys
Molla, Tebeje; Nolan, Andrea – Teachers and Teaching: Theory and Practice, 2020
Drawing on the capability approach to human development and Bourdieuan reflexive sociology, this paper explores the interplay of teacher agency and professional practice. The paper names five facets of teacher agency. It shows that teachers with a strong sense of agency actively seek learning opportunities--inquisitive agency; think effortfully…
Descriptors: Teaching Methods, Professional Autonomy, Teacher Attitudes, Faculty Development
Intansari Meilani, Rini; Kurniawati, Dewi; Nurfaidah, Sitti – Teachers and Teaching: Theory and Practice, 2022
Believing teachers as agents who actively make meaning about their professional identities, we depict the construction of our identity as three mid-career female English language teachers. Anchored by collaborative autoethnography (CAE) and arts-based educational research (ABER) approaches, we explored and reflected on our lived critical…
Descriptors: College Faculty, Teacher Attitudes, Professional Identity, Ethnography