The purpose of this qualitative phenomenological study was to investigate the lived experiences of practicing teachers, including their origins of mindset related to urban education, and to explore how their preparation for teaching in urban schools enabled them to implement culturally responsive pedagogy in their classrooms. There is ample…

Redefined transformative learning refers to learning that implies a change in the learner's identity, which includes cognitive, emotional, and social dimensions and is something all teachers, in this case migrant teachers, experience and negotiate when meeting a new educational context. "Who am I as a teacher in a new country?" migrant…

Within the contemporary higher education landscape, maintaining student engagement and retention has become of critical concern to universities. Universities have mostly responded to this concern by implementing institutional engagement and retention initiatives by professional university staff. Thus far, however, the role that teaching academics…

Teachers typically do not enter the profession with an inkling that they will become involved in recurring conflict. In fact, Collinson and Cook (2007) suggested that teachers often prefer working alone and in their own classroom, at least in part because they are often conflict-avoidant. Whereas schools were comparably conflict-free 30 years ago…

Despite decades of research, NOS is still rarely explicitly and accurately taught in K-12 schools (Abd-El-Khalick & Lederman, 2023). Teachers often address NOS ineffectively as a result of inadequate knowledge of NOS and science content (Wahbeh & Abd-El-Khalick, 2014) as well as NOS pedagogy (Hanuscin et al., 2011). A variety of contextual…

This qualitative analysis examines responses from individuals who completed a robust graduate instructor training program--a guided mentoring forum that meets bi-weekly, beginning the semester prior to the graduate students' first teaching assignment, and continuing through the totality of their teaching experience in graduate school. Current and…

The purpose of this quantitative study was to examine the attitudes of general education and special education teachers towards inclusion in a Suburban school district in the Midwest. With the increase in the number of students who are qualifying for special education coupled with the special education staff shortage, there is a need to examine…

This paper reports the findings from a small-scale collaborative autoethnographic study of two teacher educators' experience of leading Initial Teacher Training (ITT) programmes at a Higher Education Institution (HEI) in England during the COVID-19 pandemic. Data were collected via narrative conversations between the two teacher educators such…

Purpose: The study aims to explore the experiences of new school-based mentors in Norway of an online teacher professional development (OTPD) programme in mentoring. The focus was on how the OTPD programme worked out as a boundary artefact to strengthen the coherence between a university and partner schools. Design/methodology/approach: Constant…

Teacher assessment identity (TAI) is an integral element of quality assessment practice and professionalism, which has been widely overlooked in teacher education research. To bridge this gap, the present study explored the dynamism of TAI through an explicit training course. To do so, 22 novice and experienced Iranian EFL teachers completed a…

Key to addressing persistent opportunity gaps in education is preparing teachers who are committed to disrupting the status quo. In recent years, teacher education research and scholarship have increasingly focused attention on the learning and development of preservice teachers with respect to issues of race, equity, and justice. However, less…

Schools have been responding to the ongoing digital transformation, which requires continuous self-reflection and decision-making skills from teachers in the inclusion of new digital technologies in the teaching and learning process. In the present study, descriptive measures were used to understand how 140 teachers, in a school group, perceived…

This study aims to understand the experiences of preschool teachers' outdoor education experiences in their curriculum after taking the Outdoor Education in Early Childhood Course. In this qualitative study, grounded theory was applied to analyzing data that were collected through an open-ended form and individual and focus group interviews.…

This chapter explores the concept of entitlement among school teachers and university professors in terms of long-standing characteristics of the culture of schooling. Features of the school culture are introduced with a short excerpt from a science lesson that illustrates how the authority of a teacher's position can be substituted for the…

Teacher belief plays an important role in cultivating critical thinking (CT) in foreign language education, but it is unclear whether novice and experienced teachers' beliefs about cultivating CT in foreign language education is different. Considering the importance of teaching experience in shaping teacher belief, 86 novice and 100 experienced…