This paper examines the perspectives and experiences of 21 science and mathematics teachers in the U.S. who shifted from classroom teaching to leadership roles in their schools and districts. These individuals viewed themselves as 'teacher leaders', regardless of whether they maintained classroom teaching responsibilities, and they engaged in work…

Digitalisation places new demands on the early childhood education and care (ECEC) workforce to navigate the care and well-being of children in the digital age. This literature review examines frameworks for digital competencies (DC) in education, with a focus on ECEC, as well as variation in DC requirements for ECEC staff with different…

Teachers in the constitution in Indonesia are professionals who must meet pedagogical, social, personal, and professional competencies. This qualitative research with a phenomenological approach aims to explore the experiences of the teacher professional education program (PPG) participants in gaining soft skills. The research data were collected…

The rapid shift to online teaching due to the COVID-19 pandemic impacted Institutions of Higher Education (IHE) across the globe. Educators faced an unprecedented shift from traditional to online classrooms. This basic interpretive study aimed to understand the experiences and perspectives of community college faculty in a public university system…

The purpose of this qualitative descriptive study was to understand how K-5 teachers in public elementary school (ES) settings describe the implementation, utilization, and the advantages and disadvantages of the Flipped Learning (FL) model in the United States. The Transformational and Connectivism Learning Theories were foundations of this…

To foster effective teaching and quality education, professional development (PD) is imperative. This paper explores the perspectives of junior secondary mathematics teachers in two Queensland schools as part of a broader case study that investigated the perspectives of junior secondary mathematics teachers on the transition of Year 7 to secondary…

This article explores how the presence of competing logics in craft higher education (HE) influences educational provision and student experience. Findings are presented from four craft HE case studies across England, including analysis of degree programme specifications and module curricula and interviews with educators, current students and…

In the light of national educational reform known as National Foreign Language Project 2020 (NFLP 2020), Information Communication Technology (ICT) was integrated into the language teaching curriculum, which required English teachers to possess technological skills and knowledge -- CALL competencies (Computer Assisted Language Learning) to…

The COVID-19 pandemic prompted private basic education in the Philippines to hold a professional developmental program for faculty members using web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to a fully online environment, this study aimed to evaluate the use of web video conferencing…

The evaluation of psychosocial interventions in low income countries requires focus on cultural appropriateness, implementation, and the experiences of participants. This nested qualitative study follows a previous controlled trial that reported positive outcomes for students participating in the Living Well life skills intervention. The current…

Over the last decade, STEAM has been treated as a model of interdisciplinary integral education that facilitates solving social, ecological and economic problems related to technological development in different countries. STEAM education is most efficient when it is organised in early childhood education, thus increasing children's motivation to…

This study considers the benefits of coteaching in the context of the outdoors. It explores the use of coteaching in a professional development program and investigates all the cited outcome categories for teachers: cognitive, affective, coteaching, and professional development. Coteaching pairs coplanned, cotaught, and coevaluated "Shared…

The Literacy Design Collaborative (LDC) was created in 2009 to support schools' implementation of rigorous college and career ready standards for English language arts (ELA). Combining evidence-based principles of professional development with a systematic design process, LDC helps teachers to embed literacy skill development throughout their…

Building on our 2017 article focussing on school library staff perceptions of teachers' information literacy, this article reports on the information literacy (IL) understandings and skills of teachers in post-primary schools (the age range for pupils in post-primary schools is 11-18) throughout Northern Ireland. Results of a comprehensive online…

The purpose of this action research study was to conduct a professional development activity to provide content-area teachers with academic vocabulary strategies to be implemented during instruction on a daily basis. Professional development is essential for teachers to gain new knowledge and skills in order to hone their craft to improve student…