Much of the literature on professional development offers disembodied, secular, detached and technical approaches to teaching and learning. Born of a collective need for healing, meaning and co-inquiry, I joined justice-oriented educators to explore our overlapping experiences as liberatory practitioners and spiritual seekers. We met for over a…

This study employed a sequential mixed methods explanatory research design to explore the influence of mentoring in the self-efficacy-forming experiences of primary school teachers who participated in a variety of professional development projects on science teaching. In the quantitative phase, survey data drawn from primary school teachers…

"Teach with Confidence" aims to inspire new teachers to trust their ability to reflect and grow and have an improved sense of their own agency in managing dissonance. The exploration of domains weaves in stories and research from practitioners and scholars to show how beliefs, knowledge, and skills in building relationships are critical…

Professional development opportunities for museum educators are often short-term experiences that are void of reflections to support one's professional growth and practices within a collaborative environment. Video clubs may serve as an effective approach to supporting the professional growth and practices of educators in museum settings. Video…

Scholars and educators are turning to culturally responsive education to create more inclusive and equitable educational experiences for an increasingly diverse student population (Gay, 2010, 2013, 2018; Ladson-Billings, 1995a, 1995b, 2014). However, despite its immense potential, challenges and pitfalls still exist (Sleeter, 2012; Warren, 2014,…

The purpose of this qualitative study was to determine if teachers' lived experiences of trauma impact practices, relationships, and responses to student behaviors in the classroom. The common themes could allow colleges, school districts, and school leaders to reflect, develop, or improve access to therapeutic interventions and teacher…

Amidst trends that emphasize languishing patterns in teen mental health, there is a bright spot: social science research indicates that adolescents who develop relationships with adult mentors demonstrate increased signs of flourishing. This social science research on mentors, though limited to school performance outcome goals, offers a lifeline…

Novice teachers benefit from individualized and cohort mentoring to help them successfully navigate student teaching and the first years of independent teaching. However, schools are experiencing a rise in attrition rates post-pandemic, especially in math and science. Mentoring, goal setting, and community-building are deemed important for…

Instructional coaching has emerged as a promising form of professional development for teachers. However, little is known about the background, contexts, professional responsibilities, and beliefs of instructional coaches who work with science teachers. This mixed-methods study focused on instructional coaches in secondary schools across the…

Background/purpose: Coaching supports teachers to varying degrees, and the same coach may engage different teachers in distinct ways. This study explores this variation in coaches' interactions with different teachers over 2 years to identify supports for coaches to develop positive coaching dynamics with teachers. Materials/methods: The study…

This study explores how school professionals manage the challenges of educating newly arrived migrant students (NAMS), with a focus on the transition from the Language Introduction Program (LIP) to a national upper secondary school program or alternative forms of education. We draw on the theoretical framework of Inhabited Institutionalism to…

The current health crisis has brought into relief the gap in teacher training regarding online teaching and effective online pedagogies. To address this issue moving forward, the author recommends online field experience in teacher education, effective professional development to that end for in-service teachers, and intentional work on building…

The literature indicates that collaborative activities can support professional learning (PL) for academics teaching in higher education (HE). Nevertheless, limited approaches for collegial PL exist that can be embedded in the day-to-day work of busy academics. This paper reports on an evidence-based approach to practice that was undertaken to…

Teachers of young children with moderate to significant support needs may have insufficient training to implement naturalistic instructional practices such as contingent responding. Naturalistic instructional practices are well researched, but limited studies exist on training teachers to use contingent responses to support children increasing…

This study examined the mathematical learning opportunities provided to emergent bilinguals (EBs) through their participation in whole class discussions in an elementary classroom. Positioning theory (Harré & van Langenhove, 1999) was used to examine a third-grade monolingual teacher's positioning acts and related storylines across two years.…