This study is intended to determine science teachers' cognitive flexibility and their classroom management skills, and to examine the relationship between teachers' cognitive flexibility and their classroom management skills. The study was carried out through the use of correlational survey model. In the study carried out with 261 participants,…

For K-12 teachers to improve effective teaching skills, cognitive presence (CP) integration into teaching and learning process is of utmost value. CP strategy training can serve as a facilitating component in supporting K-12 teachers' instructional capacity. This study presents findings of a teacher professional development training aiming CP…

The present study investigates how Greek in-service secondary education biology teachers understand the unique features of school biology and physics when considering the biological theoretical edifice and method. Our theoretical framework focuses on important differences that exist between the neo-Darwinian and Newtonian worldviews, while our…

Background and Context: Computing education is expanding, while the teaching of algorithms is less well studied. Objective: The aim of this study was to examine teachers' pedagogical content knowledge (PCK) for teaching algorithms. Method: We conducted semi-structured interviews with seven computer science (CS) teachers in upper secondary…

This case study using collaborative autoethnographic methods explores the experiences of two K12 practitioners as they implemented, and continue to implement, human performance improvement (HPI) in their professional practice. The connection between HPI and instructional design and technology is well documented, but there is not much empirical…

Purpose: This paper aims to consider the practices and experiences of the new school-based mentors for Early Career Teachers (ECT's), emerging from the UK Government's new early career framework (ECF) policy (DfE, 2019a). The paper uses Lipsky's (2010) framing of professionals as "street level bureaucrats" to consider the extent to which…

This study tested a moderated mediation model of instructional leadership's effects on differentiated instruction, with teacher enthusiasm as the mediator and power distance perceptions of teachers as the moderator. Using survey data from a sample of 772 teachers working at 55 secondary schools, the study performed multilevel structural equation…

Research has revealed that teachers find teaching and assessing socioscientific argumentation (SSA) to be challenging. In this study, ten pre-service science teachers (PSTs) tested a new Practical Assessment of Socioscientific Argumentation Model (PASM) that was developed to enhance skills in assessing SSA. The models' design is based on the…

Globally, education improvement aims to address the critical area of quality teaching and learning. A common emphasis on quality tends to create a binary of 'active' teaching methods and rote learning, while the teaching and learning processes have remained a black box in many contexts. This study explores teaching practices in natural classroom…

This study examined the influence of teachers' emotional intelligence (EI) on academic achievement and outlined the model with the mediating effect of job satisfaction (JS) between the EI and academic achievement. Survey method was employed to collect the information from 728 secondary school teachers belong to Himachal Pradesh, a state of…

Since facilitators are considered to be crucial actors in teacher teams, the aim of this study is therefore to explore, observe and characterise actions of facilitators by means of detailed video-observations of facilitators during teacher-team meetings. Results show that facilitators' actions vary from passive-absent and passive-waiting to…

This study investigated the relationships between professional learning communities (PLCs), teacher self-efficacy, and experiential learning. A conceptual model that connects PLC components, including shared vision, interactive reflection, and collegiality, to teacher self-efficacy was proposed, as mediated by experiential learning. The data…

Teachers face situations that are difficult to solve, which affect their practices in the classroom. Teachers' ability to face problematic situations been related to educators' adaptive and metacognitive capacity. This study aimed to contrast the recent literature on classroom problems with reports from Chilean teachers regarding what they mean…

The aim of this study is to examine the relationship between teachers' perceptions of organizational ethical climate and their accountability tendencies. The research was carried out with 405 teachers working in the province of Istanbul. Organizational Ethics Climate Scale and Teacher Accountability Tendency Scale were used as data collection…

This research aims to determine teachers' problems in the early stages of their careers and to offer solutions. In this context, the research is a phenomenological study of 21 teachers selected by maximum variety sampling. The study's data were obtained through semi-structured interview questions prepared by the researchers with the opinions of…