This paper explores a study that investigated the creative self-beliefs of 20 generalist primary teachers and how these beliefs might impact their delivery of high-quality art experiences in their classrooms. The study aimed to gain greater insights into primary teachers' self-beliefs about their own creativity and artmaking agency and how these…

This mixed-methods study examined the factors contributing to teachers' self-efficacy in teaching for conceptual understanding and investigated the impacts of a targeted intervention on their self-efficacy to work toward all students having equitable access to teaching that builds their conceptual understanding. This three-manuscript dissertation…

Professional development is ubiquitous in education, with over 90% of teachers engaging in professional development activities, yet often with limited perceived impact on their practice. This dissertation situates itself at the critical juncture of professional development quality and teacher self-efficacy, investigating the transformative…

Digital literacy is a significant need in the 21st-century world. Mastery of digital literacy in the context of learning can streamline and improve learning processes and outcomes. Digital literacy is a new life skill currently. This study aims to describe the quality-based management model of elementary schools in enhancing the digital literacy…

Background/purpose: This study explores how often teachers receive feedback and how it impacts their teaching methods, confidence, and professional growth. Specifically, it looks at whether frequent feedback is seen as more useful for improving teaching practices, perceived as positive, and how it encourages teachers to reflect on their work and…

The EU-funded project "Supporting Mathematics and Science Teachers in Addressing Diversity and Promoting Fundamental Values" (MaSDiV) (2017-2020) promoted inquiry-based learning as a pedagogy that supports diverse and multicultural classrooms. This project included the design of a professional development (PD) programme for teachers.…

Background: To increase teachers' capacity to implement high-quality instructional materials with fidelity in their classrooms through a video-based professional learning cycle, the Analyzing Instruction in Mathematics Using the Teaching for Robust Understanding framework (AIM-TRU) research-practice partnership was formed. Drawing upon the…

Currently there is an attempt to combine subject-generic and subject-specific teaching frameworks to comprehensively capture teaching quality. This study explores the possibility of integrating two widely used and validated frameworks, the subject-generic Dynamic Model of Educational Effectiveness (DMEE) and the subject-specific Mathematical…

Why we need better reports of teacher professional development interventions for finding out what works where: Worldwide, billions of dollars are invested yearly in the professional development of in-service teachers ($14 billion in the USA alone, as of 2014; Bill & Melinda Gates Foundation, 2014). This makes the question of what effects TPD…

The rapid expansion of the knowledge society, due mainly to the ubiquity and access of information and communication technology (ICT), places a professional demand on teachers to acquire relevant knowledge to make use of technology in their classrooms. Thus, for teachers to effectively integrate ICT into their teaching repertoire, they must…

This study examines how a mathematics professional learning (PL) program can contribute to building the capacity of local facilitators to implement PL designed to make high-quality instruction accessible to all students. Thirty-one local facilitators were trained in the use of the Math for All PL program and implemented it over one school year.…

Scaffolded faculty development is a recognized approach for enhancing teaching practices. Aga Khan University (AKU) adopted this method to elevate the quality of teaching and learning practices, promote a culture of excellence in higher education, and establish a sustainable faculty development model. AKU's scaffolded faculty development approach…

Schools around the world are diverse and there are a variety of progressivist initiatives in place that aim to promote quality and equitable pedagogy and overcome formalist paradigms. Country contexts present different challenges based on factors such as the type of governance, teachers' autonomy, and pedagogical cultures. Most critical, however,…

Teaching-learning approaches of university faculty increasingly include supporting their own wellbeing, as well as that of their students. Engaging in mindful practices has the potential to increase faculty capacity for reflexivity and compassion, which they can incorporate into their teaching-learning. However, few faculty have knowledge and…

The many challenges faced by instructors in distance education have been extensively documented in current literature. Nevertheless, the relative importance of such challenges has not been researched to the same extent. As instructors and institutions face limitations in terms of time and budget, the ability to effectively prioritise challenges…