In this article, we analyse teacher professional development in five European countries (Italy, Germany, France, England and Finland), comparing their approaches to teacher professional learning and development (PLD). We performed this task using a general framework based on what several studies highlighted so far as key-features in educational…

This study sought to investigate, from an empirical standpoint, whether teacher SECs impact classroom management and their well-being. Teachers completed a questionnaire including the Self-Assessing Social and Emotional Instruction and Competencies: A Tool for Teachers (SSEIC) and Professional Quality of Life (ProQOL), as well as were observed…

This paper presents a conceptual model which explains the challenges of providing high quality sustainable, teacher professional development at scale. It provides a framework to support holistic thinking at a systemic level, applicable across different systems. It draws on sociocultural theories of learning and encourages the user to think about…

Higher education institutions continually increase the demands on college instructors. Yet, all too often, many college instructors have had little to no preparation for teaching in higher education. What is needed is a comprehensive and clear list of characteristics expected of effective college teachers, both in-person and online, comprised by…

Purpose: The present research aimed to examine the role of FDP in enhancing the teachers' competencies through modern technological tools and innovative teaching methods. And also, to evaluate the impact of FDPs on teachers' attitudes and motivation to integrate modern teaching innovations into their classroom practices.…

This research examined the relationship between job resources (social support, job autonomy, and colleague feedback) and innovative work behaviors of university teachers based on social exchange theory. The mediating role of psychological empowerment (meaning, competence, self-determination, impact) was also examined in the relationship between…

The actions of a teacher are one of the strongest factors influencing students' academic achievement and future life success. However, some of the most common frameworks that are used to evaluate teachers and guide their development or improvement are not based on or informed by research about effective teaching methods. Other frameworks are…

The objectives of the study are (1) to examine the draft of learning activity package for developing learning management by experimenting the package with thirty non-formal education teachers in Bangkok and (2) to examine the learning activity package by expert evaluation. The research instruments for the first objective were: (1) the pre-test and…

High-quality instruction in preschool is important for children's mathematical development. To date, the domain-specific elements constituting mathematics instruction quality and the factors associated with this quality are hardly studied, resulting in serious gaps in our insights into the topic. We aimed to address this gap by investigating (a)…

This paper presents a document analysis of the Norwegian qualification framework Professional Digital Competence Framework for Teachers (PDC) to explore the underlying assumptions within the policy. Employing a post-structural policy analysis, the paper analyses the representation of the 'problem' of PDC by asking what the document does in…

Although Chinese early childhood education policies have high expectations for kindergarten teachers' play pedagogy, teaching and play are still discussed as a bifurcation in Chinese kindergartens' daily practice. To support Chinese kindergarten teachers' development of play pedagogy, this study conducted an educational experiment (EE) framed by…

This quantitative study aimed to explore the correlations between school teachers' cultural knowledge, teaching skills, and impact on the academic achievement of their students in the Southeast United States. The Multicultural Teaching Competence Scale (MTCS) was used as the test instrument to measure teachers' overall competence, cultural…

The teachers aren't the problem--it's the system that needs fixing. The missing element in 70 years of school reform is a surround-sound focus on High-Expertise Teaching. We could have it in any district, regardless of zip code, if we reengineered the twelve processes that impact teachers' knowledge and skill. A handbook for action and a…

This study aims to identify the training needs of teacher candidates in social-emotional competencies. The study has a convergent parallel design in which qualitative and quantitative data were collected and analyzed during the same phase, and the two sets of results were subsequently merged into an overall interpretation. The qualitative data…

Pedagogical Content Knowledge (PCK) is the knowledge teachers use to teach a specific subject to a specific audience. The importance of PCK to quality teaching is widely recognized. However, an overview of research about geography teachers' PCK is missing. To fill this gap, we conducted a systematic review. We analyzed 43 empirical studies, but…