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A. M. Lee; K. Ragupathi – International Journal for Academic Development, 2025
In this study of trust in academic development, we propose a framework to build trust between developers and faculty. This framework was conceptualized while reflecting on a teaching and learning programme and analysing the strategies for building trust that were apparent in its design. Our findings reveal that trust is built and sustained by…
Descriptors: Trust (Psychology), Educational Development, Credibility, Professional Identity
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Danielle Herro; Golnaz Arastoopour Irgens; Jeremiah Akhigbe; McKenzie Martin Rowland – Journal of Digital Learning in Teacher Education, 2025
Preparing elementary-aged children to practice data science literacies is important and understudied. Our research investigates how data science curricula might be effectively designed and integrated into elementary classroom instruction. We use narrative case study methodology, focusing on a single case detailing a second-grade teacher's approach…
Descriptors: Data Science, Computer Games, Handheld Devices, Grade 2
Region 8 Comprehensive Center, 2023
Most teachers have limited flexibility in terms of their schedules, their opportunities for professional learning and collaboration, and how they use their time. However, recent data suggests that rethinking teacher time could be important to improving teacher recruitment and retention. How can districts and schools provide teachers more…
Descriptors: Flexible Scheduling, Teacher Collaboration, Faculty Development, Educational Planning
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Meredith, Chloé; Moolenaar, Nienke; Struyve, Charlotte; Vandecandelaere, Machteld; Gielen, Sarah; Kyndt, Eva – European Journal of Psychology of Education, 2023
Prior research has shown the importance of collaborative culture as well as teacher job satisfaction and commitment in navigating complex school improvement processes. This study investigated the relationship between collaborative culture, affective commitment, and job satisfaction of teachers taking both collaborative cultures in the entire…
Descriptors: Job Satisfaction, Teaching Conditions, Teacher Collaboration, Secondary School Teachers
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Perignat, Elaine; Fleming, Fraser F.; Nicholas, Diana; King, Daniel; Katz-Buonincontro, Jen; Gondek, Paul – College Teaching, 2023
Interdisciplinary teaching by teams of diverse faculty is highly effective in providing students with intellectual tools for creating innovative solutions to 21st century problems. This article examines the effective practices for interdisciplinary teaching used by a five-membered, disciplinarily diverse faculty team with expertise in chemistry,…
Descriptors: Instructional Effectiveness, Interdisciplinary Approach, Team Teaching, College Faculty
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Özdemir, Nedim; Kilinç, Ali Çagatay; Polatcan, Mahmut; Turan, Selçuk; Bellibas, Mehmet Sükrü – Educational Administration Quarterly, 2023
Purpose: While the literature includes multiple studies on the relationship between school leadership and instructional quality, they often use instructional practice as a continuous variable, assuming that a teacher would perform all sub-dimensions of instructional practice at a similar rate and failing to link distributed leadership to classroom…
Descriptors: Educational Practices, Teacher Collaboration, Participative Decision Making, Secondary School Teachers
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Toll, Cathy A. – Language and Literacy Spectrum, 2023
At a time when teachers are feeling exceptional amounts of duress, literacy coaches often feel ineffective. However, coaches can be more important than ever when their collaborations increase teachers' self-efficacy, resiliency, and success with students. This article provides six simple rules that literacy coaches can use to enhance their work…
Descriptors: Coaching (Performance), Literacy Education, Self Efficacy, Resilience (Psychology)
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van der Want, Anna C.; Meirink, Jacobiene A. – Professional Development in Education, 2023
Since facilitators are considered to be crucial actors in teacher teams, the aim of this study is therefore to explore, observe and characterise actions of facilitators by means of detailed video-observations of facilitators during teacher-team meetings. Results show that facilitators' actions vary from passive-absent and passive-waiting to…
Descriptors: Teacher Collaboration, Facilitators (Individuals), Meetings, Faculty Development
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Fenwick, Jess; Kelly, Stephanie – New Zealand Journal of Educational Studies, 2023
This research aims to develop a deeper understanding of what factors contribute to effective interprofessional collaboration in education from the perspectives of primary school teachers in Aotearoa New Zealand. A qualitative constructivist methodology was used involving semi-structured telephone interviews with seven teachers working in primary…
Descriptors: Foreign Countries, Elementary School Teachers, Teacher Attitudes, Interprofessional Relationship
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Loulou Detienne; Tijs Rotsaert; Tammy Schellens – SAGE Open, 2023
In order to achieve educational changes, professional development initiatives are needed. Recently more emphasis is placed on methods in which teachers are engaged in collaborative discourse. One potential strategy for this is the use of Teacher redesign Teams (TrDT), in which the support of an academic developer is imperative for its…
Descriptors: Facilitators (Individuals), Teacher Collaboration, Educational Innovation, Resource Staff
Ellenita T. Blanton – ProQuest LLC, 2023
The purpose of this mixed methods study was to investigate how general and special educators' attitudes, efficacy, and collaboration promote co-teaching relationships that benefit exceptional students in urban middle schools. The impacts of co-teaching on the attitudes, efficacy, and collaboration of secondary teachers were explored. A…
Descriptors: Middle School Teachers, Special Education Teachers, Cooperating Teachers, Teacher Collaboration
Britt, Lyndsay B. – ProQuest LLC, 2023
If students are to have an equitable opportunity to talk and communicate understandings, reasoning, and ideas, teachers need to use instructional practices that promote equitable academic discourse in the students' academic home -- the school. Students need to feel and know they are challenged and supported to be their best, just like a school…
Descriptors: Professional Autonomy, College Faculty, Communities of Practice, Teacher Collaboration
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Etomes, Sophie Ekume; Nsem, Mou Charlotte – Educational Considerations, 2023
The expansion of higher education institutions (HEIs) in Cameroon, and the continuous change in the curriculum to meet national and global needs, calls for a need for continuous professional development of teachers to handle these challenges. This study examined peer coaching and reflective teaching as strategies for improving teachers'…
Descriptors: Foreign Countries, Faculty Development, Coaching (Performance), Reflective Teaching
Amanda Sames – ProQuest LLC, 2023
To meet an increasingly complex set of global challenges, undergraduate programs need innovative, well aligned curricula that prepare students to effectively address those challenges. This is especially true in programs such as sustainable food systems education (SFSE) where students learn to think systemically, critically, and reflectively, and…
Descriptors: Foreign Countries, Curriculum Development, Workshops, Food
Don Pullano – ProQuest LLC, 2023
The role of the teacher continues to evolve with each new school year. In order for teachers to perform at their highest capacity, they need pedagogical and emotional support from colleagues as well as encouragement and reinforcement that they are being effective and successful. The problem is that many elementary teachers primarily plan and teach…
Descriptors: Self Efficacy, Elementary School Teachers, Teacher Collaboration, Models
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