Team teaching is a popular and intense form of teacher collaboration with several advantages for both students and teachers. To successfully implement team-based practices such as team teaching, previous studies highlight the pivotal role of teachers' attitudes, which are subject to several personal and interpersonal processes. Stakeholders…

Enhancing students' experience in classrooms in the FE sector by improving instructional quality has been an ongoing challenge for years. Although mentoring has contributed quite considerably to developing teachers' competence and making them more resilient, looking at mentoring from a different perspective requires and deserves immediate…

With a primary objective to engage students in the process of science online, we transformed a long-standing laboratory course for first-year science students into a more accessible, immersive experience of current biological research using a narrow and focused set of primary literature and the Consider, Read, Elucidate a hypothesis, Analyze and…

Pedagogical training of mathematics graduate students is often disconnected from the actual experience of teaching. Even with the support offered by standard instructor training models, mathematics graduate students find it hard to connect with students, mature pedagogically and contribute meaningfully, especially under the overwhelming conditions…

Literacy coaching has shown positive effects on teachers' instruction and on students' literacy growth, but research has demonstrated wide variation in literacy coaches' practice. However, previous research has not addressed the sensemaking processes that might underlie variation in coaching practice. Using interviews with seven literacy coaches,…

The design of university training programs affects academic outcomes therefore, exploring the various design components in the academic program is important. The study explored how participating in a co-teaching-based professional development program (PDP) affects novice teachers' self-efficacy, their attitudes toward the profession, and their…

In this instrumental-comparative case study, we analysed how seven US teachers reported co-teaching experiences during the COVID-19 pandemic and resulting remote instruction. We sought to understand how co-teaching during the pandemic affected teachers' psychological needs of competence, autonomy, and relatedness. Data collection included: an…

Integrating theory-into-practice is an important skill for professionals to master during their university education; however, students and educators find learning and teaching about theory-into-practice challenging. To address these difficulties 'Transition Workshops' were implemented within a Bachelor of Occupational Therapy. A mixed methods…

High school co-teachers prepare students with and without disabilities to earn content credits for graduation, with instructional effectiveness influenced by multiple factors. In this study, teacher self-efficacy and personal compatibility were examined as potential predictors of active involvement in instruction. The moderating effect of personal…

The purpose of this research was to assess individual elementary teachers' science teaching efficacy utilizing a mixed-methods, exploratory, concurrent case study design and to identify factors which contribute to the growth and development of teaching efficacy of teachers at Apex Elementary School (a pseudonym). The overarching question guiding…

Achieving educational goals is based on the skills and competence of teachers; therefore, professional development of teachers is important to policy and decision-makers. Worldwide, the percentage of teachers who leave the profession within their first years of teaching is high therefore, professional support is essential to ease on their…

It is imperative to understand how teachers are prepared for their role as co-teacher. The purpose of this study was to investigate how general education and special education teachers in one elementary school in Georgia are trained in the instructional practice of co-teaching and their perceptions on how prepared they feel to implement the…

The purpose of the current study was to evaluate the impact of co-taught integrated STEM methods instruction on preservice elementary teachers' self-efficacy for teaching science and mathematics within an integrated STEM framework. Two instructional methods courses (Elementary Mathematics Methods and Elementary Science Methods) were redesigned to…

As efforts are made in the United States for public school districts to implement pre-kindergarten programs and centers, there is a growing need to attend to the aspects of the local context that may influence the ways that teachers and staff make sense of their work. Yet, the professional cultures in which early childhood teachers and other…

The purpose of this study is to examine the impact of professional development in co-teaching on teacher self-efficacy amongst general and special education rural high school teachers. A causal-comparative research design was used to survey 256 rural high school teachers from the South and Midwest regions of the U.S. to measure their self-efficacy…