Research is an integral part of the UCL's Early Career Framework (ECF) programme. This is the second report in a series of research publications from the UCL Centre for Educational Leadership-led project, The Impact of the ECF Programme on the Work Engagement, Wellbeing and Retention of Teachers: A Longitudinal Study, 2021-2026. ECF reform lies at…

Teachers increasingly rely on online social media platforms to supplement their educational resources, greatly influencing PK-12 education through the swift and extensive diffusion of teacher-curated resources. Understanding this diffusion process is crucial, but current educational studies primarily report resource diffusion through small-scale…

Motivated teachers are more likely to exhibit enhanced interest, persistence, and confidence when engaged in professional development (PD); yet, facilitators often neglect teacher motivation when implementing PD. Self-determination theory suggests that social and environmental contextual factors influence the psychological need of relatedness…

The increasing attention in science education reform documents to language and literacy, coupled with the growing linguistic diversity of United States classrooms, means that science teacher educators and researchers are facing an important task of preparing secondary science preservice teachers (PSTs) to teach a language- and literacy-integrated…

This paper presents the results of an exploratory case study that examined a veteran secondary teacher's knowledge for teaching non-routine mathematical problem-solving with digital technologies. Data was collected through the observation of a veteran mathematics teacher, in real time, solving a mathematical problem with the digital tools of his…

We evaluate whether a scalable online teacher professional development (OTPD) module that requires little time investment enhances students' financial literacy. Two randomised controlled trials were performed, with 1827 students, 53 teachers and 47 schools participating. The financial education programme on its own increased students' financial…

The new paradigm approaches to technology-enhanced feedback (TEF) have piqued the interest of educators seeking to shift away from feedback monologic processing and toward feedback dialogic exchange. The way teachers demonstrate constructive TEF behaviours for their students is essential to the development of students' feedback literacy. However,…

Studies on language teachers' agency and self-efficacy have shown that both are essential elements of teachers' identities and practices. However, only some researchers have explored how teachers perceive their agency and self-efficacy in the Indonesian context. Thus, this study aimed to investigate how English teachers perceive their agency and…

Herein, we consider how we might support teacher candidates to meet the learning needs of an increasingly diverse student population, in part by encouraging candidates to draw from their own experiences to inform their developing teacher knowledge about multicultural education. We conducted a school-based, long-term narrative inquiry to explore…

This paper recounts the experiences of 24 primary and secondary teachers from a number of minoritised groups in the education system in England, using interview data collected for a project exploring the retention of minority teachers. The teachers' experiences of racism are discussed alongside other intersectional aspects of their identities --…

Teachers exercising reflexivity through their internal conversations is one of the most important factors in the process of curriculum change. Drawing from Margaret Archer's theory, this research explores teachers' internal conversations in their own descriptions about a range of matters related to curriculum making. Eight secondary school…

Drawing on an ecological approach to teacher agency, this empirical study investigated the dynamic interplay between teachers and the environment which emerges as teachers enact their professional agency in curriculum design. The dataset comprises semi-structured interviews with 15 Korean secondary English teachers. The findings from the thematic…

This mapping review investigates how researchers of secondary literacy teacher education over the past 20 years have used digital technologies to address issues of equity. The study's findings suggest that technology has been used to: (a) address racial and cultural gaps between teachers and students, (b) engage teachers in critical reflection,…

COVID-19 closed schools across the USA and forced teachers and students to navigate virtual learning with little guidance. This mixed-methods study examines K-12 teachers' beliefs about their teaching practices that were abruptly transitioned to online during the first four months of COVID-19. Surveys and interviews were analysed using…

In this action research study, we investigated how art teachers demonstrate critical and creative thinking when engaging in collaborative reasoning exchanges about the meaning of contemporary Chinese artworks. The study was conducted in a professional learning program for art teachers in conjunction with a privately owned gallery housing a…