The purpose of this phenomenological study was to investigate lived distance education (DE) experiences of primary school teachers and their perceptions about DE during the COVID-19 pandemic in Turkey. Twenty primary school teachers who actively taught online participated in online interviews. Phenomenological analysis of the interviews sought to…

This phenomenological qualitative study explored the phenomenon associated with rural, public elementary teachers in Michigan and their experiences related to why they remain in their teaching positions. There were 7 participants from two rural, public elementary schools who had been teaching for one or more years and are currently teaching in a…

Background: A global move towards inclusivity has made inclusive education (IE) a necessity. The education of the learner with hearing loss (HL) in an IE setting remains challenging and scarcely researched. Despite government's clear position on IE, the extent to which the recommendations in the Education White Paper 6 (2001) (EWP6) are…

Although in recent years there has been growing attention on how preservice classroom teachers (PCTs) learn to teach physical education (PE), it is still unclear if there are differences between PCTs who choose a PE specialization and those who do not. Investigating such differences could provide insights about the potential role of a PE…

Background: Over recent decades, teacher aides (TAs) have had an increasing presence in mainstream classrooms internationally, providing vital support to students and teachers on a daily basis. Although the evolution of the role has given rise to many implicit and explicit shifts in TAs' responsibilities, opportunities for TAs to develop and shape…

Although scholarship has shown that new teachers struggle to make the transition to in-service teaching and enact the progressive practices that they learned during pre-service preparation, little research has explored how first-year teachers develop a justice-oriented practice during this transition. This project centers on a critical learning…

Many references to coaching, feedback and reflection, collaboration, and monitoring can be found as an essential component of effective teacher continuing professional development (CPD) in various contexts (Desimone 2009, Avalos 2011, Orr etal. 2012, Psychoyos 2012, Kourany 2017, Darling-Hammond et al. 2017, De León 2017); however, the results of…

This qualitative study investigated how critical reflection can be incorporated into collaborative professional communities to enact a process of generative transformative praxis that leads to meaningful action on the part of its community members. Across the arc of a series of six collaborative reflection groups that took place during the…

The aim of this qualitative exploratory case study was to examine elementary school arts teachers' perceptions of implementing social-emotional learning (SEL) lessons during in-person instruction in elementary classrooms in a well-known school district in New York City. The problem addressed in this study was the inability of most elementary…

This small scale study looks at the challenges teachers face and their attitudes. Drawing from the literature on teacher attrition, teacher burnout, and teacher collective efficacy, we conducted semi-structured interviews with a group of five teachers selected from a convenience sample. Three themes emerged: teachers struggle with students'…

Teacher development is an area that is examined primarily by administration when discussing teacher retention and school improvement plans. Traditionally, teacher development has occurred through professional development opportunities such as workshops. However, in more recent years there has been a focus on developing teachers through…

The objective of our study was to examine the understandings of elementary school teachers who implemented classroom action research (CAR) in their professional life. A phenomenological study approach was employed in this research to explore the elementary school teachers' understanding of their CAR views and to uncover the difficulties they…

Focusing on teachers' practices amid a national curriculum 'implementation' project for schools identified as having high enrolments of students experiencing disadvantage, this paper uses narrative methods to illustrate what we refer to as teachers' everyday work-for-change. Teacher interview data was generated via a longitudinal multi-site case…

Even though inclusion is a strong principle in the Norwegian educational system, there are challenges when it comes to creating inclusive learning environments. This study investigates the following: (1) What challenges are there in the learning environment in primary school from a teacher's perspective; and (2) what strategies do teachers employ…

Teacher preparation for generalist (non-specialist) elementary teachers in Ontario typically comprises one compulsory music class. In entry surveys, many generalists describe themselves as highly apprehensive about and unconfident in their ability to teach music, confirming previous research. Using narrative inquiry, we explore the stories of both…