This study investigates EFL instructors' classroom interactional competence (CIC) when they teach via synchronous video conferencing to see if they perceive any differences in their CIC displays in face-to-face settings versus synchronous online teaching. The participants consisted of 16 EFL instructors from two different state universities in…

Teacher action and change is a complex and nuanced phenomenon that has been theorized across diverse literature in terms of identity, agency, and power. Drawing on this literature, this article offers specific articulations of teacher identity as interpretive framework, power as legitimate action, and agency as moral coherence. We posit a model of…

The current study investigates a mediated-effects model of distributed leadership and teacher professional learning. The model proposes that teacher trust in school principal and teacher work motivation act as mediators of distributed leadership effects on teacher professional learning. The study is based on survey data collected from 327 teachers…

This study aims to develop a GeoGebra-supported learning kit for teaching polygons and to examine mathematics teachers' opinions about it. The research was designed using a descriptive research model. The study group comprised 11 mathematics teachers who voluntarily participated in the in-service training called 'Dynamic Math Software (Geogebra)'…

With the increasing need for the incorporation of computer science (CS) concepts into elementary and secondary education, it is imperative that the teaching workforce is adequately prepared to ensure that instruction in CS is robust, relevant, and aligned with appropriate learning standards, where appropriate. This paper shares results from a…

There is much debate concerning students' evaluation of teaching and several academics discredit the validity and reliability of student comments. Student feedback would be a good source of information for academics to improve their teaching, while earlier studies indicate that the academics do not always make use of student feedback in their…

Theater educators, like their music, dance, and visual arts counterparts, had to pivot quickly to provide educational opportunities in theater for students during the COVID-19 pandemic. This article outlines how two national associations, the Educational Theater Association, and the American Alliance for Theater in Education, responded to the…

This study offers insights into a professional graduate programme developed at the University of Fukui (Japan) that used the lesson study approach to elevate the application of field-based reflective practise for teachers and school leaders. This paper first details the programme's structure and its school-university collaborative inquiry…

Decades of educational genetics research have highlighted that differences in academic achievement are partly explained by genetic variation between individuals. Consequently, there is ongoing discussion about whether genetic influences on educationally related traits should be more widely acknowledged in schools and communicated specifically to…

Students have a right to a challenging, stimulating, equitable, and well-rounded education. It is all educators' responsibility to provide students with the appropriate tools, resources, and support necessary to succeed; however, educators also need to be provided with professional development that will aid in their ability to teach effectively.…

In this research, participation in professional development (PD) activities, perceptions of PD needs and barriers for PD, and differences in terms of seniority were examined in Turkey sample based on the Teaching and Learning International Survey (TALIS) 2018 data. A total of 15,498 teachers, including 3,204 primary school teachers, 3,952…

The research objectives were to 1) study Thai PD project features, 2) synthesize Thai regional factors affecting teacher performance, and 3) present the guideline of PD activities for STEM education at the primary level. The sample group was the two years research project reported in 2021 on PD for primary science teachers' training programs in…

How do early years practitioners construct what it means to be professional? How do they perceive the relationship between Froebelian theory and practice, if at all? What value do they attach to early years qualifications? This paper explores these questions drawing on data from thirty-three interviews with early years practitioners working in six…

Contribution: In this study, we accumulated the knowledge and generated evidence on how and in what context CDIO framework has been used in software engineering (SE) education. The aggregated evidence will enable SE academics in making informed decisions while adopting CDIO for SE education and build upon it. Background: CDIO framework is relevant…

Elementary school teachers are increasingly being asked to teach computer science (CS)--a subject area with which they often have little familiarity. To address this gap, teacher professional development (PD) is a common approach for helping teachers become familiar with CS content. This paper describes a collaborative PD designed to accompany a…