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Eve Eisenschmidt; Raisa Ahtiainen; Berit Silvia Kondratjev; Reet Sillavee – International Journal of Leadership in Education, 2025
Our study focused on the leadership strategies of Estonian and Finnish principals aimed at encouraging teachers to participate in school development. We also looked at context-bound factors that form the framework within which principals discuss their work regarding (1) creating a shared vision, (2) implementing shared leadership practices, (3)…
Descriptors: Foreign Countries, Principals, Administrator Attitudes, Teaching Methods
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Christel Sirocchi; Annika Pofantis Ostergren; Alessandro Bogliolo – ACM Transactions on Computing Education, 2024
Digital competence (DC) is a broad set of skills, attitudes, and knowledge for confident, critical, and responsible use of digital technologies in every aspect of life. DC proves essential in the contemporary digital landscape, yet its diffusion is hindered by biases, misunderstandings, and limited awareness. Teaching Informatics in the…
Descriptors: Computer Science Education, Information Science Education, Coding, Digital Literacy
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Brennan, Attracta; McDonagh, Tara; Dempsey, Mary; McAvoy, John – IEEE Transactions on Learning Technologies, 2022
Studies show that reduced literacy skills can negatively influence a child's self-esteem and future career opportunities. Literacy is significantly affected when problems exist in understanding the phonological component or sound structure of language, i.e., phonological awareness. Children with dyslexia in particular experience difficulties in…
Descriptors: Dyslexia, Literacy, Intervention, Phonological Awareness
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Gabriele Russo; Andrea Ceciliani – Journal of Adventure Education and Outdoor Learning, 2024
This study investigated the involvement of Italian preschool and primary school teachers in outdoor education and scouting activities and their association with student cooperation and personal care. While outdoor education has various psychophysiological, psychosocial, social, and pedagogical benefits, some teachers express concerns about their…
Descriptors: Foreign Countries, Elementary School Teachers, Outdoor Education, Teacher Participation
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Carina Titus Swai; Qingtang Liu; Linjing Wu – Interactive Learning Environments, 2024
Massive Open Online Courses (MOOCs) are platforms teachers can use to seek guidance on different strategies to update their teaching skills. This study finds the effectiveness of MOOCs in developing professional performance and skills of school teachers. It tries to show the extent to which school teachers can benefit from these courses and how…
Descriptors: MOOCs, Professionalism, Faculty Development, Teaching Methods
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Emily Perry; Josephine Booth – Professional Development in Education, 2024
Research into schoolteachers' professional development often focuses on its subject and pedagogical content, delivery model and mechanisms for and evaluation of professional learning. However, the role of the professional development facilitators who lead, plan and deliver professional development activities is under-researched and their…
Descriptors: Foreign Countries, Facilitators (Individuals), Teacher Educators, Professional Development
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Reichert, Frank; Torney-Purta, Judith; Liang, Weihong – Theory and Research in Social Education, 2020
Interactions within classrooms contribute to adolescents' democratic civic development by providing resources fostering students' political understanding. Many teachers participate in social or political groups in their communities and more broadly. These out-of-school experiences inform their classroom practices and are contextualized by national…
Descriptors: Teacher Participation, Teaching Methods, Citizenship Education, Citizen Participation
Maura O'Hare Hill – ProQuest LLC, 2024
The purpose of this mixed-methods study was to explore the relationship between the beliefs about diversity and the teaching behaviors of community college faculty who have participated in the Culturally Responsive Teaching and Learning Seminar (CRTLS). The study sought to answer the following questions: (1) How often do CRTLS faculty implement…
Descriptors: College Faculty, Community Colleges, Teacher Attitudes, Culturally Relevant Education
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Hui-Ling Wendy Pan; Chien-Han Chen; Peter D. Wiens – Asia Pacific Journal of Education, 2024
Throughout the world, educational leaders are pushing for a movement away from teacher-directed learning to engaging students in student-driven learning. Project-based learning (PBL) has been adopted as an instructional approach that promotes student inquiry and cognitive growth. At the national level, Taiwan has launched a curriculum reform to…
Descriptors: Faculty Development, Active Learning, Student Projects, Foreign Countries
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Alem Amsalu Gashe – SAGE Open, 2023
This study's primary objective was to investigate the existing context of academic staff engagement in research and its relation to classroom teaching at public higher institutions located in the Amhara national regional state. A cross-sectional type of survey design was used to achieve this objective. The sample units and individuals were chosen…
Descriptors: Foreign Countries, Public Colleges, College Faculty, Teacher Participation
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Pimmada Charoensilp – rEFLections, 2024
This study examined the relationship of teachers' intercultural sensitivity to their in-class culturally responsive teaching. A total of 168 teachers with teaching experience in multicultural classrooms in northern Thailand answered a questionnaire with two psychological scales: the intercultural sensitivity scale and the culturally responsive…
Descriptors: Culturally Relevant Education, Foreign Countries, Cultural Awareness, Sensitivity Training
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Xiaoming Chen; Shufa Guo; Xiaomei Zhao; Neda Fekri; Mostafa Azari Noughabi – Asian-Pacific Journal of Second and Foreign Language Education, 2024
Teacher enthusiasm is receiving remarkable scholarly attention in L2 education, and its effect on students' language learning outcomes has been extensively investigated. Nevertheless, exploring the antecedents of language teacher enthusiasm has received scant attention in foreign language education, particularly within the Chinese context. Thus,…
Descriptors: English (Second Language), Language Teachers, Second Language Instruction, Teacher Attitudes
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Faiqa Asim – Journal of Education and Educational Development, 2024
Teachers' training programs are widely recognized as essential for professional development and growth. This study aimed to explore how these programs affect teachers' ability to implement the curriculum effectively. A key focus was observing teachers' attitudes toward curriculum implementation following their training. The study assesses the…
Descriptors: Teacher Education Programs, Teacher Education Curriculum, Curriculum Implementation, Curriculum Development
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Johnston, Kelly – European Early Childhood Education Research Journal, 2022
Documentation, assessment and evaluation processes in early learning contexts should include participation and contribution from all educators. This helps to ensure diversity of knowledge, perspective and background that can create more inclusive and equitable early learning curricula. This article presents findings from a collective case-study…
Descriptors: Equal Education, Early Childhood Teachers, Teacher Participation, Documentation
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Nelson, David; Bonem, Emily; FitzSimmons, Jason – Journal of Learning Spaces, 2023
This study analyzes instructor attitudes toward 26 collaborative spaces at a large, R1 university in the United States. The authors conducted 151 interviews with instructors, identifying elements of classroom spaces that helped or hindered teaching and student learning. Approximately 44% of the instructors (n=67) had participated in a professional…
Descriptors: Teacher Attitudes, College Faculty, Teaching Methods, Active Learning
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