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Richards, K. Andrew R.; Housner, Lynn D.; Templin, Thomas J. – Quest, 2019
Physical education teacher education programs have a responsibility to prepare preservice teachers in the technical aspects of teaching while also preparing them for the sociopolitical realities of teaching a marginalized subject. There is also a need for inservice teachers to engage in continuing professional development related to socialization…
Descriptors: Masters Programs, Physical Education Teachers, Inservice Teacher Education, Teacher Education Programs
Cirocki, Andrzej; Widodo, Handoyo Puji – Iranian Journal of Language Teaching Research, 2019
This article presents how reflective practice is promoted through continuing professional development (CPD) workshops for pre- and in-service EFL teachers in Indonesia. The purpose of such workshops is threefold: to encourage teachers to take responsibility for their professional growth; to guide teachers in selecting specific aspects of practice…
Descriptors: Foreign Countries, Reflective Teaching, Teacher Educators, Professional Continuing Education
McGuffey, Will; Quea, Ruby; Weber, Keith; Wasserman, Nick; Fukawa-Connelly, Tim; Mejia Ramos, Juan Pablo – International Journal of Mathematical Education in Science and Technology, 2019
Prospective secondary mathematics teachers are usually required to complete several university advanced mathematics courses before being certified to teach secondary mathematics. However, teachers usually do not find these courses to be valuable for their teaching. We designed an experimental real analysis course with the goal of making real…
Descriptors: Preservice Teachers, Inservice Teacher Education, Student Attitudes, Teacher Attitudes
Saloviita, Timo; Consegnati, Simone – British Journal of Special Education, 2019
In 1977, Italy adopted a policy to fully include students with disabilities in mainstream classrooms. This study surveyed the attitudes of Italian teachers towards inclusive education 40 years after this reform. The data were collected from 153 basic school teachers using the Teachers' Attitudes towards Inclusion Scale (TAIS). The results indicate…
Descriptors: Foreign Countries, Teacher Attitudes, Inclusion, Mainstreaming
Nzarirwehi, Jackson; Atuhumuze, Faith – IAFOR Journal of Education, 2019
In 1994, Uganda's Ministry of Education and Sports introduced Teacher Development Management Systems, with the sole aim of supporting and enhancing professional development of teachers through in-service teacher training. Though the training has increasingly motivated teachers into upgrading their academic qualifications, research has not…
Descriptors: Foreign Countries, Faculty Development, Elementary School Teachers, Inservice Teacher Education
Fisher, Jennifer – Art Education, 2019
In this study, the author seeks to determine the training, preparation, and confidence of secondary art teachers in working with their high-ability visual artists (HAVAs). HAVAs are identified as students who exhibit behaviors or produce artworks that display a visual artistic aptitude considered well above average for their peer group. The…
Descriptors: High Achievement, Academically Gifted, Secondary School Students, Art
Forghani-Arani, Neda; Cerna, Lucie; Bannon, Meredith – OECD Publishing, 2019
Recent migration patterns have brought major change to the experience of schooling for students, parents and teachers. This paper focuses on teachers, and explores their roles, functions and challenges in classrooms with diverse student populations. It examines initial and in-service teacher education and professional development programmes and…
Descriptors: Student Diversity, Preservice Teacher Education, Inservice Teacher Education, Faculty Development
Leibur, Tiiu; Saks, Katrin; Chounta, Irene-Angelica – Education Sciences, 2021
This paper presents the findings of a study into the application process of the professional standards (PS) qualification in Estonia, which is a standard used to identify the level of professionalism of a teacher. The study collected the views of active teachers who have applied for the PS and those of the assessors to understand the shortcomings…
Descriptors: Employment Qualifications, Evidence Based Practice, Feedback (Response), Faculty Development
Hamilton, Miriam; O' Dwyer, Anne; Leavy, Aisling; Hourigan, Mairéad; Carroll, Claire; Corry, Edward – Teachers and Teaching: Theory and Practice, 2021
This paper explores the experiences and professional learning of a group of in-service primary school teachers, participating in a STEM education programme in Ireland. Four primary teachers from the same case school engaged in a two-year project to explore STEM teaching and learning. This STEM project was structured as a multi-tiered partnership…
Descriptors: Elementary School Teachers, Teacher Attitudes, STEM Education, College School Cooperation
Acar, Dilber; Büyüksahin, Yasemin – International Journal of Progressive Education, 2021
This study aimed to investigate the awareness and views of teachers from different disciplines who received in-service STEM training about STEM education. To this end, the study employed a mixed methods research design in which both quantitative and qualitative research approaches are used. For the quantitative phase of the study, the sample was…
Descriptors: Teacher Attitudes, Public School Teachers, Elementary Secondary Education, STEM Education
Flynn, Naomi; Powell, Daisy; Stainthorp, Rhona; Stuart, Morag – Journal of Research in Reading, 2021
Background: In England, instruction in systematic synthetic phonics is the first approach to teaching children to read words. There is little research exploring what makes successful training for phonics teaching despite evidence teachers' subject knowledge is limited. There is a persisting problem of underachievement in reading in some regions of…
Descriptors: Inservice Teacher Education, Evidence Based Practice, Program Effectiveness, Teacher Attitudes
Baser, Derya; Akkus, Recai; Akayoglu, Sedat; Top, Ercan; Gurer, Melih Derya – Educational Technology Research and Development, 2021
Following the recent developments in information and communication technologies (ICT), educators cannot opt-out using technology in educational settings. Yet, research studies have indicated that teachers' lack of ICT knowledge is considered among the barriers for successful technology integration. Within this framework, this study aimed at…
Descriptors: Inservice Teacher Education, Professional Development, Training Methods, Individualized Instruction
Sahin, Gün Erol; Demirbas, Çagri Öztürk – Participatory Educational Research, 2021
The study aimed to investigate how social studies teachers give information about the immediate environment in lessons and determine course objectives through non-formal school activities. The study sample consisted of 38 social studies teachers working in Kirikkale province in the 2018-2019 academic year. The data were analyzed with content…
Descriptors: Foreign Countries, Social Studies, Knowledge Level, Geography Instruction
Kaya, Volkan Hasan – Online Submission, 2021
The purpose of this study is to determine the teachers' self-efficacy in terms of their former experience and professional development in the Turkish World (Turkey and Kazakhstan) based on TALIS 2018 Data. In this context, this study is conducted with the participation of 6.531 Kazakh and 3.828 Turkish teachers who teach at ISCED level 2. The data…
Descriptors: Self Efficacy, Teacher Effectiveness, Teacher Competencies, Teaching Experience
Rhonda Faye Williams – ProQuest LLC, 2021
There are students with attention-deficit/hyperactivity disorder (ADHD) in private schools that do not receive the same assistance as students with ADHD attending public ones. Thus, students with ADHD attending private schools struggle academically. The purpose of this qualitative case study was to explore private school teachers' perception of…
Descriptors: Teacher Attitudes, Attention Deficit Hyperactivity Disorder, Private School Teachers, Religious Schools