To support novice teachers, we need to listen to and honor their experiences in the classroom. This is true during the best of times and especially true amid the tumultuous teaching and learning experiences brought on by the COVID-19 pandemic. In this paper, we discuss emergent themes from interviews with student teachers and early career teachers…

Facilitating decision making in authentic contexts is an important educational objective of professional training. To enable learners to have more opportunities to practice in authentic contexts under the guidance of instructors, the flipped learning mode of shifting the lectures to be the pre-class activity with the presentation of digital media…

We demonstrate the ways an improvisational dance workshop provided the opportunity for university students to be autonomous actors and engage in embodied sense-making through dance--two key parts of the conceptualization of enactive cognition. As part of a Design-Based Research project, we use Interaction Analysis to present examples of using…

In this study at a research-intensive public university, a group of eight instructors across a range of disciplines designed a writing assignment in which students (n=104) chose to write to one of three audiences--the teacher, a novice, or an adjacent expert. Students were then asked to complete a questionnaire that included open-ended questions…

Teacher action research is an important element for democratizing educational research, yet teachers often view it as unmanageable atop their other priorities. Grounded in sociocultural theories of identity and situated practice, this paper employs qualitative methods to explore how 16 novice teacher-researchers navigated their distinct identities…

Across two experimental studies, we investigated the role of information loss, contextual information, and distinctive features of fingerprints on novice's ability to judge whether two fingerprints came from the same source. Distinctive fingerprints resulted in more accurate decisions. Information loss diminished performance on the comparison…

Whilst coach education has been the subject of much critique, it is often the first opportunity for novice coaches to be formally taught how to coach. Nevertheless, novice coaches arrive at coach education courses with an array of pre-existing dispositions and coaching theories, referring to naturalised and self-referenced approaches towards…

This quantitative study examined novice teachers' perceptions of their principals' most effective instructional leadership practices to ensure a positive school climate. Principals' perceptions were examined to assess their understandings of novice teachers' needs and whether principals have the knowledge to support novice teachers' pedagogical…

Faculty often report limited student engagement in their economics courses. This deficiency makes it challenging for educators to excite students about our field, a situation that could have ripple effects in terms of the number of students who graduate as economics majors. For students, the lack of classroom engagement makes it unappealing to…

Teacher assessment identity (TAI) is an integral element of quality assessment practice and professionalism, which has been widely overlooked in teacher education research. To bridge this gap, the present study explored the dynamism of TAI through an explicit training course. To do so, 22 novice and experienced Iranian EFL teachers completed a…

This study aimed to examine the current perceptions of gifted students (n=178) on using collaborative problem solving during projects and to compare their experiences with those of experienced individuals (n=105) on projects. The research method of the study is the quantitative comparative method. Three data collection tools were used: the CPSS…

Mentoring is acknowledged as an essential prerequisite for successful teacher induction, but its effectiveness may vary depending on the mentor's quality of support and the mentee's initial professional beliefs. Focusing on novice teachers' self-efficacy and emotional management, this longitudinal study investigates how constructivist- and…

Case-based learning (CBL) is a student-centered pedagogy where medical students are given a real-world clinical problem. At St George's University of London (SGUL), anatomy academics can volunteer to facilitate CBL sessions for pre-clinical undergraduate medical students. The major benefits of facilitating CBL sessions from the perspective of a…

To promote social justice, doctoral programs can implement policies that support underrepresented students' success. Drawing on critical multicultural theory, we surveyed early-career social work faculty (N = 127) about experiences within their doctoral programs, and analyzed how perceptions differ based on their social identities, part-time…

In recent years, computing education researchers have investigated the impact of problem context on students' learning and programming performance. This work continues the investigation motivated, in part, by cognitive load theory and educational research in computer science and other disciplines. The results of this study could help inform…