Higher education faculty may have confidence in discipline-related skills and professional experience but lack self-efficacy in teaching. Self-efficacy beliefs about teaching relate to positive outcomes for students and faculty. This study examined the impact of a faculty development program based on Social Learning Theory (SLT) on the Teaching…

Background: Educator performance is an important thing in efforts to improve the quality of education, so a forum is needed to build teacher competency that leads to improved teacher performance in planning, implementing, and evaluating the learning process in the classroom. Professional learning communities are one of the efforts to improved…

This study sought to gain insights into how diverse contexts in which teachers interacted with, especially when the Tanzania's expansion policy was in progress shaped and reshaped their perceived professionalism. A qualitative case study was adopted to obtain a holistic overview of the phenomena under exploration. Thirty-six participants from four…

Due to lack of research to track inclusive teaching behavior changes, the extent of faculty application of inclusive teaching practices remains unknown. Therefore, direct evaluation of faculty behavior change is needed to understand the process of incorporating inclusive practices into their teaching such as through the syllabus or course design.…

Generative Artificial Intelligence (GenAI) chatbots provide teachers with opportunities to enhance their expertise by exploring topics relevant to their practice. However, studies have raised concerns about ChatGPT's mathematical accuracy. This pilot study evaluated ChatGPT's Pedagogical Content Knowledge (PCK) and Content Knowledge (CK),…

In this study, we explored elementary school teachers' experiences working on open-ended mathematics tasks during a 10-day professional development (PD) workshop. Teachers engaged with the tasks daily in a session call Morning Math (MM). Thirty-two elementary teachers from three school districts in the USA participated in a 2-year professional…

This study proposes a model of several dimensions through which products of teachers' context-based mathematics problem posing (PP) can be modified. The dimensions are Correctness, Authenticity, Task Assortment (consisting of Mathematical Diversity, Multiple Data Representations, Question-Answer Format, Precision-Approximation, and…

Little is known about the nature of clinical teacher identity among clinical dental instructors. In broader education research, teacher identity is recognized as a central organizing element in the life of a teacher and a source of motivation to persist in teaching and become better at it. The awareness of and research into clinical teacher…

In "Core Practices in Teacher Education," Pam Grossman and Urban Fraefel bring together international voices in a global showcase of practice-based approaches to teacher education. This generous volume presents the work of teacher educators and researchers from Australia, Germany, the Netherlands, Norway, and Switzerland, among others,…

Purpose: This study primarily aims at assessing Faculty Competences Development Components (FCDCs) that help in the development of educational leaders. The study further formulates a model using seven latent constructs that explain the development of the mechanism of development of educational leaders and extend the benefits of their development…

Visions of teacher professionalism may shape common conceptualizations of high-quality mentoring, sometimes distortedly. Nevertheless, this relationship is often unnoticed, and studies rarely analyze mentor--teachers' work according to their interrelating visions. This multiple case study aimed at this literature gap. It examined the goals that…

Make-believe play (MBP) provides kindergarteners with an authentic form of engagement that is particularly favourable to the development of oral and written language. As part of an action research study, an activity-oriented professional development (PD) program incorporating video was established to provide kindergarten teachers with guidance on…

Online teacher professional development (oTPD) provision has seen a rapid increase in recent years, with significant growth during the COVID-19 pandemic. However, concerns persist around equitable access, course retention and completion, the relevance of materials for varied contexts, and the level of engagement that is realistically possible.…

Research studies indicated that learning support professionals, which includes postsecondary developmental education professionals, often lacked opportunities for training to engage with the population of students they work with, as well as current instructional practices and/or reforms. While the research is expansive, it has focused on the…

The rise in autism and shifts in federal laws have driven a move towards inclusive education, aiming to offer equal opportunities and support for autistic students facing challenges in communication, social skills, and repetitive behaviors. Yet, placing students in the least restrictive environment can strain general education teachers without…