There is growing recognition in the education community that the problem-solving practices that comprise computational thinking (CT) are a fundamental component of both life and work in the twenty-first century. Historically, opportunities to learn CT have been confined to computer science (CS) and elective courses that lack racial, ethnic, and…

Given the significant influence of managerial reforms in education fields, how to promote teacher professionalism appears to be a priority task for school leaders. This study examined the mediation role of teacher recognition on the association between transformative leadership and teacher professionalism. From a sample of 1196 primary and…

Professional identity is essential for a qualified teacher; however, the imbalance between job resources and demands is a serious impediment to promoting teachers' professional identity. Given that personal job resources (i.e., teachers' socioemotional competence and psychological capital) and challenging job demands (homeroom/non-homeroom…

This paper examines a methodology used identify question types and questioning techniques teachers use in primary and secondary classrooms during both expositional lessons (teacher explains learning material to students) and practical lessons (students learn through doing; teacher guides students' actions), and why these are used. To draw out this…

Reflective practice is an essential catalyst through which the benefits of teaching and learning can be reaped. Through it, weaknesses and strengths can be identified in a way that helps raise the level of addressing challenges that may arise as well as overcome them. This paper presents the critical reflective practices among computer science…

This study examines the role of Namibian secondary school science, technology, engineering and mathematics (STEM) teachers' interest in STEM education and self-efficacy in implementing STEM education in science education curricula. Furthermore, it aimed to distinguish male and female Namibian teachers' interests and self-efficacy regarding STEM…

Differentiated instruction (DI) is an educational praxis that is built on the premise that all students can be engaged in learning and achieve positive academic outcomes. Previous research in secondary schools has shown promise in the success of DI practices and outlines the importance of sustained professional development (PD) for teachers. There…

After the challenges of the COVID-19 pandemic, the NEU (2021) report states that one in three teachers plan to leave the profession in the next 5 years. As previous studies published by the DfE focusing on workload have not affected the wastage rate of the profession, there is something deeper at work which needs to be explored. A critical theory,…

This study focuses on how science teachers' Pedagogical content knowledge (PCK) can be captured and developed with the support of Content representation (CoRe) in combination with video-based reflection when they plan, teach, and reflect on their teaching in sustainable development (SD). The theoretical framework is based on PCK, and the Refined…

The purpose of this paper is to examine and discuss bilingual teachers' professional capita professionalism in relation to 'travelling teachers', who only have a few brief weekly encounters with students and colleagues. By applying a triangulation design, bilingual teachers were given a voice through personal interviews, which were combined with…

A considerable number of empirical studies have led researchers to identify key characteristics that indicate effective professional development (PD). However, few studies have attended to teacher perceptions of PD characteristics across international contexts. This article reported on an exploratory study utilising latent class analysis (LCA) to…

In 1908, Felix Klein suggested that to mend the discontinuity that prospective secondary teachers face, university instruction must account for teachers' needs. More than a century later, problems of discontinuity remain. Our project addresses the dilemma of discontinuity in university mathematics courses through simulating core teaching practices…

The mental health and wellbeing of young people is increasingly a concern in schools. This study explores how English secondary school teachers perceive and engage with the concept of wellbeing. By asking teachers to reflect on their practice, we can draw out their relational experience and knowledge about wellbeing in the classroom. Twenty…

The chance to be part of educational experiences which provide dialogic spaces for the surprising or unexpected are essential for future English teachers and their pupils. The impact of neoliberal reforms on the secondary English curriculum and initial teacher education restricts teachers' autonomy and pedagogical creativity whereby teaching…

The purpose of this study was to examine Career and Technical Education (CTE) teachers' perceptions of feedback from supervisors. All CTE teachers in North Dakota were surveyed during early 2023. A series of one-way ANOVAs and t-tests were run to compare the differences in teachers' perceptions based upon reported professional characteristics. The…