The focus of this study was to explore faculty's perceptions, backgrounds, and overall experiences, including online instruction and experience dealing with LMS change and transition. There has been a plethora written about opposition to adopting a new innovation but not much on transitioning from one LMS to another regarding faculty in higher…

This paper examines the role of professionalism in teachers' change in practice related to dialogue and argumentation. Data were collected from 14 pre-primary and primary school teachers who participated in a professional development programme with an emphasis on promoting values such as tolerance, empathy, inclusion and social responsibility…

Graduate teaching assistants (GTAs) are faced with managing how to respond to student disclosures of grief in the classroom but often lack grief training from their universities when these instances occur. Good and Mad grief, and Critical Grief Pedagogy (CGP) are the frameworks for which this study is positioned. Through interviews with GTAs in…

Although action research has a history of bridging gaps between research and school practice, challenges emerge when aligning a scientific approach with development work in schools and in collaboration between research and school practice. In this article, we aim to deepen the knowledge on teachers' action research as social learning in…

This paper explores the centrality of teacher training for inclusive education. It evaluates the extent of teacher development in Lesotho and how training influences teachers' attitudes towards inclusive education. A descriptive research using purposive sampling and structured questionnaire was adopted to explore teachers' views on inclusive…

The study was undertaken to examine within a single model the relationships between the teachers' perceived self-efficacy beliefs and their intention to practice STrEaM teaching in the classroom. The acronym STrEaM refers to the expansion of integrated STEM, merging it with a focus on reading, writing, and arts, for connecting the four STEM…

Scientific thinking is considered as a cognitive process in which the underlying causes of a basic problem are solved. It is of great importance for teachers to have scientific thinking skills to improve their professional lives, to create effective learning environments, to continuously question the events and processes in the classroom, to carry…

Professional learning communities (PLCs) are an essential avenue for high-quality change and work. Maintaining unity among groups with differing opinions is challenging. This mixed-methods study aimed to assess elementary teachers' current perceptions of PLCs to determine their effectiveness by answering four research questions: What are the…

This article explores the role of Centers for Teaching and Learning (CTL) in providing peer mentorship for new faculty. The Peer Network program (PN) pilot aims to foster a sense of belonging, deepen relationships with CTL, support effective teaching, encourage empathy for students, celebrate successes, and affirm experiences. The study…

Prior to the occurrence of the global COVID-19 pandemic, some African higher education institutions had already adopted a hybrid-mode for all their programmes, including distance education. Policies and strategies were put in place to improve the practices, skills and competencies of staff and students. However, the closure of education…

During the 2020-2021 academic year, teachers worked to adapt to newly virtual environments as the COVID-19 pandemic closed schools and moved both classrooms and professional development activity online. Even before the shift to online learning brought about by the COVID-19 pandemic, online professional development (PD) had become increasingly…

Distance learning process was initiated by the Ministry of National Education to allow equal opportunity and to improve accessibility, and the teachers provided online courses, exams or material. In the present study, conducted to determine the views of mathematics teachers, who are among the stakeholders in the process, on their experiences in…

This study investigated the perceived Teacher Self-Efficacy (TSE) of primary school teachers in Ireland who are working in special classes for students with autism. Furthermore, it sought to examine whether these perceptions of TSE were related to special class teaching experience, their engagement in professional development pertaining to autism,…

This article presents part of the findings drawn from a larger study on school leadership in 28 Singapore primary schools. This article discusses the perceptions of 224 key personnel (i.e. teachers with formal leadership titles) and 462 teachers (i.e. classroom/subject teachers without a formal leadership position) of their school leaders'…

The purpose of this study was to describe in-service health education teachers' experiences teaching sexuality education to students in secondary schools in Japan. The study was informed by the theory of teacher development. The methodology used in this study was qualitative and descriptive and adopted a case study design. Participants were five…