Social studies teachers in language immersion settings are tasked with simultaneously teaching students social studies content while also scaffolding target language acquisition. An abundance of resources exists for teaching social studies, yet language immersion teachers often rely on collaboration with colleagues to create lessons and translate…

To strengthen inclusion practices in schools, a mandate was passed requiring special education teachers working at the middle and high school levels to become content certified. The purpose of this research study was to examine the outcome the content/dual certification mandate had on special education teachers' roles in co-taught inclusion…

Educating literacy educators in online teacher preparation programs is an area in need of research. As online literacy teacher programs become more prevalent, it will become increasingly important to study the benefits and challenges of various online literacy clinic designs. This study investigated the perceived interactions between tutors and…

This study investigated primary school special education teachers' (SETs') (N = 283) conceptions on their work descriptions and uses of pedagogical documents after a reform in the national support framework. The respondents of this survey reported working mostly in Tiers 1 and 2 when all their tasks (instruction, consultation, and managerial…

As more schools move to adopt inclusive practices, special educators are expected to provide services to students in new settings, collaborate with their general education colleagues, and navigate various difficult situations. These new settings, models, and collaborative efforts can be stressful for the special educator because of the conflicts…

Transformative professional learning is connected to educational and social transformation and possibilities for critical forms of teacher professionalism. Examining and fostering this connection requires greater conceptual clarity about these constructs and how they are enacted. A conceptual review, combining narrative and systematic methods, was…

Purpose: Physical education teachers often report feeling isolated due to being the only specialist in a building. Professional learning communities (PLCs) are spaces where individuals who hold shared goals come together to build connections, allowing educators to feel connected, valued, and empowered. The authors sought to explore the shared…

Despite the growing appeal of teacher leadership and teacher collaboration, we know little about the relationship between teacher leadership roles and collaboration. In this study, we use surveys (n = 523) and interviews (n = 47) of teachers to examine whether teacher leadership roles were associated with collaboration. We find that collaboration…

This self-study focuses on two teacher educators' (from the United States) exploration and examination - with the help of two critical friends (faculty from China) - of the benefits and challenges associated with cross-cultural collaboration. The teacher educators designed and implemented a virtual collaborative cross-cultural, fifteen-week…

This is a qualitative action study to understand how elementary and middle school teachers perceive the misunderstandings of the roles, conflicts, and teaching strategies and how it can affect collaboration in the inclusive classroom between general education and special education teachers in the southeastern United States. The guiding framework…

This paper explores the perspectives of the tutors and mentors involved in Turkish special education departments` initial teacher training, and how their understanding of and degree of agency shapes the nature of the partnership in it. The data collected from four partnership settings identified three sub-themes: expertise; experience; and…

Digital technology coaches (DTCs) often support teachers with integrating technology into their classroom and instructional program, as well as provide ongoing staff development. To be effective, coaches tend to have specific characteristics for instructional coaching and competencies for educational coaching. We investigated if these…

In the higher education (HE) landscape worldwide, team teaching has become increasingly common. The growing prevalence of team teaching in HE has mainly been driven by the necessity to cope with larger classes, workload requirements, and the complexity of delivering multi-disciplinary courses or to provide a more stable quality of course portfolio…

In this "MJE" Forum, the author invites conversation on what it means to be a teacher in Quebec's unique Cegep system. Cegep, positioned between the more structured secondary program and the more autonomous university experience, requires that its teachers grapple with what it means to be a Cegep teacher. Her own piece focuses on…

This article provides seven ways to ensure multi-directionality in school-university partnerships. Authors provide suggestions for inviting school-based teacher educators, sometimes called clinical educators, to participate in college/university spaces. They include changing terminology, providing teaching opportunities for school-based faculty in…