This feature piece explores what can happen when educators allow for collective reflection to transpire. Written as a dialogue, this piece presents two doctoral candidates working through what it means to identify as critical educators in this moment. These two educators met during the height of the education reform movement as a part of Teach For…

We investigated how 53 elementary teachers interpreted the impact of the contexts in which they work on their mathematics instruction, and what those interpretations reveal about the agency individual teachers were able to achieve. Latent class analysis revealed two distinct classes, with teachers in one class perceiving that their contexts had a…

The purpose of this study was to explore the relationship between principal leadership responsibilities and collective teacher efficacy based on teacher perception. The review of literature identified that both the 21 Balanced Leadership Framework principal responsibilities, developed by Waters, Marzano, and McNulty (2003), and collective teacher…

Legislation such as the Equality Act 2010 has ensured that considerable progress has been made in tackling discrimination in relation to the 8 protected characteristics that are defined in law. UK HEIs are well-versed in monitoring the diversity of their workforce and ensuring that recruitment is compliant with the legislation. However as HEIs…

This study develops a framework for describing the components and variations of pedagogic content beliefs (PCBs) held by accounting teachers in vocational schools in Shanghai. Semistructured interviews were held with 17 in-service teachers from four vocational schools in Shanghai. The findings show that the PCBs of accounting teachers are a…

Challenges to teaching in the post-COVID classroom plagued schools across the globe. This qualitative study followed two middle-school teachers in a charter school located in the Western United States to identify the changes to classroom teaching and their effects on the classroom environment through the first year of teaching after the 2020…

Physical contact between teachers and students in physical education (PE) has been a troubling, complex and unsolved issue. Research has shown that PE teachers struggle with high levels of fear, insecurity and anxiety when it comes to physical contact with students. However, most of the research conducted so far has focused on a few countries and…

Introduction: The study objective was to determine whether different combinations of resilient factors existed, giving rise to distinct resilience profiles of secondary school teachers, and whether the resilient groups obtained presented technostress differences. Method: The Resilience Scale (1993) and the Questionnaire on Resources, Emotions /…

The inclusion of computational thinking (CT) into science curricula has advocated implementing a computationally rich science learning environment where students learn science via building models in a computer programming platform. Such an approach may influence teachers' self-efficacy for teaching science which may also be associated with their…

This paper utilizes anonymous qualitative survey commentary from seventy-three faculty to explore how perceptions of teaching undergraduate researchers during the COVID-19 pandemic reflect the practice of resilient pedagogy. By examining faculty motivations, experiences in times of disruption, and resiliency beyond the pandemic, this paper…

This article reports on how gender shapes the work of university science faculty. Theories of gender as a social system are used to disentangle how individuals, social interactions, and institutions (re)produce inequality by sustaining occupational gender segregation in higher education science. The study uses qualitative data from an ethnography…

This study uses Black feminist thought to explore the experiences of Black women faculty that earned tenure and promotion to associate professor. We found that participants who reported positive experiences on the tenure track received strong support from various sources. Conversely, those devoid of competent support consistently reported negative…

Well-designed educational Augmented Reality (AR) experiences support collaboration, transferability to the real world, situated, and experiential learning. Nevertheless, envisioning engaging yet effective learning and teaching experiences is a challenge. Most teachers are not technologically ready to create AR experiences and rely upon closed…

The purpose of this exploratory interview study was to examine the perceptions and experiences of 12 teachers related to the suspension and expulsion of preschoolers in private early childhood programs. Thematic and constant comparative methods were used for data analysis. Results indicated that teachers had a range of experiences with suspension,…

Higher education institutions promote interfaculty collaborations in research and education projects, but few studies have examined the challenges of such collaborations. This case study investigates how a heterogeneous interfaculty group worked in a community of practice for two years curating an educational e-resource to support the professional…