Collaboratively established talk rules, combined with teacher scaffolding, can help students talk together in ways that support learning. Most classrooms today utilise digital technology, and talk rules have proven beneficial for learning in this context. However, research on the strategies teachers use to make talk rules relevant in activities…

In order for teachers to successfully gain new knowledge during professional development (PD), courses must be of high quality and stimulate active involvement from participants. More and more PD courses are taking place online, without clear evidence of whether face-to-face and online courses differ in terms of their quality or level of…

Along with the development of STEM education at all levels of education, STEM teacher professional development (TPD) has become an important topic. This study aims to provide a comprehensive picture of the progress of STEM PD over a decade in terms of the characteristics of STEM PD publications, developments in STEM PD research, and trends in STEM…

Most museum education research has focused on examining collaborative partnerships between artists and schoolteachers or artists and museum educators, in schools or art museums. This research investigates the collaborative partnership among artists, museum educators, and schoolteachers within the context of art museum education. Using the Double…

This study aims to provide a systematic review using the PRISMA protocol that overviews artificial intelligence (AI) professional development (PD) initiatives for teachers, emphasising the fusion of technological and pedagogical knowledge. Framed within the Technological Pedagogical Content Knowledge (TPACK) framework, the research explores the…

Educational researchers widely acknowledge the promises and impediments of teachers' collaborative sensemaking, illuminating the need to recognize additional resources that are salient for teachers within professional interactions. In line with this overarching goal, this study explores the role of mathematics teachers' previous professional…

We study the interactions over 22 years between one mathematics teacher and his resources for teaching, especially digital ones, with a dual focus on the teacher's documentational and identity trajectories and professional development. We combined a theoretical framework on teachers' work with resources--documentational approach to didactics…

The Subcommittee on Early Childhood, Elementary, and Secondary Education of the Committee on Education and the Workforce met to hear testimony on "Innovative Teacher Preparation: Properly Equipping America's Educators." Opening statements were presented by: (1) Honorable Aaron Bean, Chairman, Subcommittee on Early Childhood, Elementary,…

Critical reflection is pivotal for enhancing practice in peer observation of teaching (POT). Our analysis of educators' reflections in a developmental POT program revealed a deficiency in the level of critical reflection. In this paper, we reflect on the reasons behind this shortfall and changes made to enhance the scaffolding of critical…

Academics in Higher Education are often expected both to teach and to research; this is a particular challenge for women both structurally and individually. Initiatives to address structural issues include AdvanceHE. Here, we focus on individual issues and report on the Programme for Women Achieving Excellence in Research, a theory-based…

Creative self-regulation (CSR) is important in facing the challenges and uncertainty of creative teaching and learning. Our understanding for how teachers develop creative self-regulation skills and knowledge for the classroom remains limited. This longitudinal case study begins to fill this gap with an in-depth investigation of one U.S. high…

Background/purpose: Positioned within the Australian context, this study explores the experiences of mentor teachers using professional standard-informed Conversation Cards to support the professional growth of pre-service teachers. With a particular focus on practical solutions, the research investigates the opportunities and challenges mentor…

Background: In this paper, we add to the scant literature base on learning from failures with a particular focus on understanding educators' shifting mindset in making-centred learning environments. Aims: The aim of Study 1 was to explore educators' beliefs about failure for learning and instructional practices within their local making-centred…

Background and Context: Professional development (PD) programs for K-12 computer science teachers use surveys to measure teachers' knowledge and attitudes while recognizing daily sentiment and emotion changes can be crucial for providing timely teacher support. Objective: We investigate approaches to compute sentiment and emotion scores…

Teacher attrition remains a significant challenge in high-poverty urban schools, contributing to educational inequities and disrupting student learning. This study explores how teacher empowerment, encompassing systemic flexibility, supportive leadership, autonomy, and peer collaboration, influences teacher retention in these settings. Utilizing a…