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Direct linkSusan Chambers Cantrell; Kristen H. Perry; Brittany Manion – Teacher Development, 2024
In this interview study, the authors examined the process of coaching in the context of a year-long professional development initiative designed to support teachers' expertise in implementing culturally and linguistically responsive practices. Using transformative learning as a theoretical and analytical frame, they investigated 20 teachers'…
Descriptors: Coaching (Performance), Interprofessional Relationship, Professional Development, Transformative Learning
Aliakbari, Mohammad; Sadeghi, Setayesh – Teacher Development, 2022
The study intended to explore teachers' professional identity in terms of teachers' perceptions of their practices. The study employed mixed-methods design, including 80 survey participants and 19 interviews with teachers. In the quantitative section, teachers' perceptions of their commitment to professional practices and how their perceptions…
Descriptors: Foreign Countries, Professional Identity, Teacher Attitudes, Teacher Characteristics
Krauskopf, Karsten; Foulger, Teresa S.; Williams, Mia Kim – Teacher Development, 2018
Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Mixed Methods Research, Metacognition
Adoniou, Misty – Teacher Development, 2016
This article reports findings from a study of 14 beginning teachers in their first year of teaching in primary schools. By the end of the first year, half were reconsidering their long-term commitment to teaching. The study found they were considering leaving because they were struggling to be the teachers they had envisaged being. One reason for…
Descriptors: Elementary School Teachers, School Support, Alignment (Education), Mentors
Gallant, Andrea; Riley, Philip – Teacher Development, 2014
Early career exit from teaching has reached epidemic proportions and appears intractable. Previous attempts to find solutions are yet to make much of an inroad. The aim of the research was to discover what nine beginning teachers required to remain in the classroom, by adopting a phenomenological approach. The authors identified participants'…
Descriptors: Teacher Persistence, Faculty Mobility, Beginning Teachers, Phenomenology
Bennett, Susan V.; Brown, John J., Jr.; Kirby-Smith, Antionette; Severson, Beth – Teacher Development, 2013
The authors conducted a phenomenological inquiry that described factors that influenced two novice and two experienced teachers' decisions to remain in the teaching field. These teachers taught in both Title I and non-Title I elementary schools, and their teaching experiences ranged from four months to 38 years. Data for this research…
Descriptors: Experienced Teachers, Beginning Teachers, Teacher Persistence, Phenomenology
