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A PE Teacher's Tale: Journeying from Teacher Education to Teaching Practice in Physical Education
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Björn Tolgfors; Mikael Quennerstedt; Erik Backman; Gunn Nyberg – Sport, Education and Society, 2025
As part of a longitudinal research project on the transition from physical education teacher education (PETE) to school physical education (PE) in Sweden and exploring whether and how PETE matters, this article uses narrative inquiry to 'represent' a PE teacher's professional journey from PETE to the induction phase of PE teaching. The study…
Descriptors: Physical Education Teachers, Foreign Countries, Teacher Education, Knowledge Base for Teaching
PREPARE: Piedmont-Triad Residency Educator Program and Recruitment Efforts. Impact Evaluation Report
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Melissa Page; Catherine Snyder; Kathy Dowell – Grantee Submission, 2024
PREPARE, implemented by High Point University, was a Teacher Quality Partnership grant offering a Master of Education for elementary education, secondary mathematics, and special education (in grant years 2-5). The residency model included a living wage stipend to support time spent earning the accelerated master's degree. The PREPARE impact…
Descriptors: Teacher Education Programs, Teacher Evaluation, Program Evaluation, Beginning Teachers
The Relationship between Kenexa Scores and the Texas Teacher Evaluation System
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Christopher D. Daniel – ProQuest LLC, 2024
Districts spend thousands of dollars on computerized teacher screeners without knowing if they are identifying the most effective teacher. Hiring quality staff is one of the most important job functions of a principal, and many times a teacher screener score may eliminate an effective teacher. The current study examined the value of teacher…
Descriptors: Teacher Evaluation, Scores, Screening Tests, Teacher Effectiveness
"Connecting the Dots": Noticing Interviews Support a Novice Teacher's Identity Work
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Alison Munzer; Elizabeth A. van Es – New Educator, 2024
Beginning teachers are challenged to make concrete the identities they envision for themselves in their practice. We examine how a particular context, the noticing interview, supported a novice teacher's identity work through disciplined awareness to cultivate the inner witness. In a noticing interview, teachers view and discuss video segments…
Descriptors: Beginning Teachers, Teaching Methods, Professional Identity, Self Concept
Scaling up Teacher Induction: Implementation and Impact on Teachers and Students. Evaluation of the New Teacher Center's i3 Scale-Up Grant, Revised Final Report
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Rebecca A. Schmidt; Aliya R. Pilchen; Katrina Laguarda; Haiwen Wang; Deepa Patel – SRI International, 2025
The purpose of this study was to understand the implementation and impact of the New Teacher Center's (NTC) strategies for scaling its validated induction model to 301 schools in five school districts serving high proportions of students of color and students from low-income households. SRI's evaluation of the implementation and impact of NTC's i3…
Descriptors: Beginning Teachers, Beginning Teacher Induction, Models, Coaching (Performance)
Enhancing Language Teachers' Skills for Intercultural Instruction: Affordance of Collaborative Reflection
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Zia Tajeddin; Zari Saeedi; Neda Khanlarzadeh – Language and Intercultural Communication, 2024
This study investigated the effects of collaborative reflection (CR) on Iranian English language teachers' intercultural instructional practice. The data were gathered by observing the classroom instruction of four novice and experienced teachers before and after eight CR sessions. The result revealed that CR was an effective tool for improving…
Descriptors: Reflective Teaching, Teacher Collaboration, Intercultural Communication, Cultural Awareness