Publication Date
In 2025 | 16 |
Since 2024 | 94 |
Since 2021 (last 5 years) | 207 |
Since 2016 (last 10 years) | 445 |
Since 2006 (last 20 years) | 1001 |
Descriptor
Educational Practices | 1149 |
Teaching Experience | 1149 |
Teacher Attitudes | 442 |
Foreign Countries | 420 |
Teaching Methods | 379 |
Elementary School Teachers | 154 |
Interviews | 153 |
Faculty Development | 130 |
Educational Change | 127 |
Barriers | 123 |
Classroom Techniques | 123 |
More ▼ |
Source
Author
Publication Type
Education Level
Audience
Teachers | 45 |
Practitioners | 12 |
Researchers | 6 |
Administrators | 4 |
Policymakers | 2 |
Counselors | 1 |
Media Staff | 1 |
Parents | 1 |
Students | 1 |
Location
Australia | 64 |
Canada | 37 |
Turkey | 34 |
United Kingdom (England) | 27 |
United Kingdom | 25 |
United States | 22 |
New Zealand | 20 |
South Africa | 19 |
California | 16 |
China | 15 |
Texas | 15 |
More ▼ |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Seunghoon Han; Chen Su; Yue Qi – Journal of International Students, 2025
Our study explores the transcultural journeys of three doctoral students from South Korea and China, examining how our diverse experiences as teacher educators in the United States have shaped our teaching practices. Utilizing collaborative autoethnography grounded in transcultural and poststructural theoretical frameworks, we highlight the…
Descriptors: Foreign Countries, Teacher Education, Self Concept, Teacher Educators
Kimberley N. D'Adamo – ProQuest LLC, 2024
Many educators are committed to democratic education. However, practitioners who have experienced hierarchical learning structures may unconsciously replicate these norms in their own teaching methods. Through honest reflection, teachers can reckon with their formative experiences and use the resulting insights to transcend ingrained behaviors or…
Descriptors: Research Methodology, Creativity, Reflection, Art
Xavier Owens – ProQuest LLC, 2024
The challenges first-year urban teachers face today are challenging while at the same time promising. It is challenging because there are concerns around training and development and readiness with an emphasis on classroom management. There is also hope and promise; it can be argued that the profession has more tools, resources, and access to…
Descriptors: Beginning Teachers, Urban Schools, Teacher Education, Student Experience
Louanne Smolin; Erin A. Preston – International Journal of Education & the Arts, 2025
This article explores the pedagogical orientations of four K-5 teachers who participated in four years of monthly STEAM professional development involving STEM-based artmaking and emergent curriculum design with professional artists. This narrative inquiry captures how the teachers made meaning of their experiences. Interviews were analyzed and…
Descriptors: Art Education, STEM Education, Elementary School Teachers, Faculty Development
Jennifer Altavilla-Giordano; Nate Monley – TESOL Journal, 2025
This study explores how public school teachers who were classified as English learners (ELs) in childhood make sense of the EL category, and how their beliefs shape their work with students who are designated as ELs. One understudied context in the field of effective education for ELs is the experience of teachers who were personally impacted by…
Descriptors: Teacher Attitudes, Beliefs, Educational Practices, Teaching Experience
Iman C. Chahine, Editor; Lalini Reddy, Editor – Springer, 2024
This edited volume explores the power of educators' work-integrated learning experiences as transformative narratives, transcending classroom boundaries. Through critical reflection and storytelling, teachers share their personal journeys across diverse cultural contexts, offering fine-grained descriptions of their growth and development. Drawing…
Descriptors: Work Based Learning, Transformative Learning, Teacher Attitudes, Personal Narratives
Kim, Jung-Hyun; Koo, Soo-Hyun – MEXTESOL Journal, 2022
Teacher identity is complex, changeable over time, and a poly-component assembly like the social identity. Since there were some problems in analyzing teacher identity with the existing binary methods using NNEST (Non-Native English-Speaking Teacher) and NEST (Native English-Speaking Teacher), various analyzing methods were adopted in this study,…
Descriptors: Professional Identity, Language Teachers, English (Second Language), Foreign Countries
David A. G. Berg; Naomi Ingram; Mustafa Asil; Jenny Ward; Jeffrey K. Smith – Journal of Mathematics Teacher Education, 2025
This study explored teachers' self-efficacy in teaching mathematics (SETM) as related to their teaching profile and pedagogical practices. Using data from 327 New Zealand primary teachers, a multilevel structural equation model was constructed and analyzed that looked at the relationships among SETM and effective pedagogical practice scales and…
Descriptors: Foreign Countries, Self Efficacy, Mathematics Instruction, Educational Practices
Haira E. Gandolfi – Educational Review, 2024
This paper explores, grounded on life history interviews, the work of a set of fifteen teachers in England who self-identify as actively engaging with environmental issues and action at different school levels and across a wide range of subjects. One of the core aims of this paper was to construct, based on these teachers' voices and experiences,…
Descriptors: Foreign Countries, Environmental Education, Teaching Methods, Educational Practices
Kyle Harrison-Woods – ProQuest LLC, 2024
The purpose of this dissertation is to reflect on and make sense of my practice as a teacher educator. As a response to the growing field of self-study research in the field of teacher education, my study answers the following question: What is my lived experience as a White teacher educator? This research took place during the student teaching…
Descriptors: Self Concept, Teacher Education, Educational Practices, Teaching Experience
Taylor, Synthia D. – ProQuest LLC, 2021
While there are examples of strong teacher preparation programs throughout the country, too many of them do not provide teachers with a rigorous, clinical experience that prepares them for the schools in which they will work (Duncan, 2011; Greenburg et al., 2011; Levin, 2006). The purpose of this study was to examine teacher candidates'…
Descriptors: Preservice Teacher Education, Career Readiness, Educational Practices, Knowledge Level
Khadija El Alaoui; Maura Pilotti – Journal of Social Science Education, 2024
Purpose: The paper aims to illustrate some of the challenges and outcomes of teaching courses addressing the politics, culture, and history of the US in the Middle East. In doing so, it contextualises an application of Culturally Relevant Pedagogy and describes its implementation. Methodology: A case study method is applied to qualitative records…
Descriptors: Reflective Teaching, Culturally Relevant Education, Decolonization, Educational Practices
Giorgio Ostinelli; Alberto Crescentini – Professional Development in Education, 2024
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…
Descriptors: Faculty Development, Foreign Countries, Teacher Competencies, School Culture
Breanne A. Kirsch – ProQuest LLC, 2024
Faculty face a rising challenge in supporting diverse student populations on campuses (Bastedo et al., 2013). Inclusive pedagogy, facilitated by UDL, helps alleviate learning barriers for diverse student groups (Basham & Blackorby, 2021). However, the ambiguous operational definition of UDL poses practical challenges in implementation and…
Descriptors: Access to Education, Higher Education, Instructional Design, College Faculty
Kitchen, Richard; Martinez-Archuleta, Monica; Gonzales, Lorenzo; Bicer, Ali – Education Sciences, 2021
While it is well-documented that students of color and students from low-income communities have often been denied access to a challenging education in mathematics in the United States, less is known about how teachers of color have overcome their deprived educational backgrounds to become teachers of mathematics who implement inquiry-based…
Descriptors: Educational Change, Faculty Development, Mathematics Education, Minority Group Teachers