This study investigated the effects of school-related factors (i.e., transformational leadership) and teacher-related factors (i.e., teachers’ growth mindset and self-efficacy) in teachers’ sustainable professional development, as indicat...
Integrated STEM education (iSTEM) has attracted attention due to its potentialities regarding students’ learning and intentions to pursue STEM-related careers. However, although increasingly popular, iSTEM remains challenging and elusive, parti...
New ways of modernizing professional development programs (hereafter PDs) focus on the acquisition of new teaching methods and techniques through hands-on opportunities provided to teachers, thereby enabling them to practice and reflect on the knowle...
This study aims to discuss sustainable re-education of physical education teachers by deriving the types of self-development through novice physical education teachers’ experiences of teacher learning community activities. A qualitative researc...
The Department for Education developed the Teacher Recruitment and Retention Strategy in 2019 for state-funded schools in England as a response to increasing challenges in teacher supply. Core to the strategy was a mandatory, nationally funded, two-y...
This paper aims to analyze the impact of a pedagogical training program aimed to promote teacher professional development in a higher education institution in Portugal. Based on a mixed-methods approach, the study evaluates the satisfaction of 36 hig...
The demand for science, technology, engineering, and mathematics (STEM) skills has been consistently increasing due to technological advancements and globalization, making STEM education and teacher training a critical priority. Although many nationa...
On the one hand, the pandemic has posed unprecedented challenges for teachers all across the world; on the other, created opportunities for teacher professional development (TPD) as well. Furthermore, this educational emergency has uncovered the pote...
This paper presents a case study of a decade-long technology-enabled teacher professional development (TPD) initiative for government-run school teachers in India. The TPD aimed at capacitating teachers in integrating project-based or constructivist...
The aim of this study is to provide a comprehensive overview of the publications focused on integrating education for sustainable development (ESD) competencies into teacher education during the last decade, in an endeavour to identify which competen...
In the realm of middle level education, advocacy is an integral aspect of school culture and community. Advocacy helps to foster a school environment characterized by a sense of respect and value for young adolescents and should take up an awareness...
We used Standards 3 and 4 of the Association of Middle Level Education (AMLE) 2022 Revised Middle Level Teacher Preparation Standards and The Successful Middle School: This We Believe characteristics as frameworks and presented a synthesis of the res...
The purpose of this study is to develop a measurement instrument to be used as an assessment tool of teachers’ development of conscientização (i.e., critical consciousness), defined as an individual’s ability “to perceive social, political, and econo...
Social emotional learning (SEL) of teachers is crucial both to teachers and their students. Thus, teachers’ professional development should focus on cognitive, emotional, and social skills in order to promote teachers’ identity formation....
This study builds on a research-practitioner partnership embedded within an education for sustainable development (ESD) project and aims to explore the major potential challenges (i.e., disciplinary boundaries set by subject specialization, especiall...
The use of social media is now as prevalent as ever, and its educational ramifications still need to be fully explored, especially in initial teacher training. The aim of this study is to analyze social studies prospective teachers’ perceptions...
Ongoing technology progress sustains innovative teaching approaches. Mobile devices, augmented reality (AR), and games are a few of the new resources that teachers have at their disposal to promote student learning. However, their effective integrati...
The COVID-19 pandemic caused fundamental shifts in schools’ and teachers’ practices. At the start of the pandemic, forty schools in England were in their second year of participation in a pilot initiative intended to understand what chang...
This study reports on a longitudinal narrative case study of Lin, a tertiary level EFL teacher in China, exploring how she exercised her agency and achieved sustainable professional identity development in different phases of her career. Based on nar...
The present study reports on the analysis of a professional development experience within an international Erasmus + project for primary and secondary teachers focused on intercultural education. The project consisted of intercultural education actio...
Numerous studies in different countries find evidence for high rates of teacher turnover, leading to shortages and potential quality issues. Job satisfaction is found to be an important antecedent of turnover. In this study, we investigate the impact...
Despite advancements in information and technology, the benefits of online education for mathematically gifted students remain underexplored. In response, this study investigated the impacts of teacher competencies on students’ sustainable deve...
To successfully implement Education for Sustainable Development (ESD) in schools, teachers require specific competences that enable them to integrate sustainability principles into their teaching. The development of these competences begins in the te...
One of the primary challenges of any educational system is providing effective professional development (PD) for teachers, which will integrate knowledge that can be translated into practice. Moreover, the goal of PD is for teachers to implement new...
Research on teacher learning has continually defined tenants of effective professional development. However, sweeping overhauls and mandates have not yielded the intended results. Instead, transforming approaches to teaching can and should be achieve...
Teacher induction has been an object of interest in teacher education and professional development, mostly as a result of the analysis of the difficulties faced and the coping strategies developed by newly qualified teachers. However, the specific me...
The science, technology, engineering, and mathematics (STEM) field is a crucial global driver for the development of various aspects of modern society, such as the economy, technology, education, and skills of the 21st-century workforce. All countrie...
Science remains a foundational component of STEM education; however, its impact is constrained by a persistent shortage of qualified science teachers in U.S. high schools, particularly in the discipline of physics. This shortage has led to the widesp...
The rural teacher development policy plays a key role in cultivating high-quality and sufficient rural teachers in China. This study aims to apply a bibliometric analysis to explore the rural teacher development policy in China’s current educat...
The focus on developing teacher expertise makes teaching and learning more sustainable, as it is a way of working to create improvement in education. The objective of this study was to explore the direct or indirect impacts of principal instructional...
This interpretive phenomenological study explores the perspectives of in-service, K-12 teachers in a graduate teacher education program on using goal setting to promote culturally responsive practices. The participants set two goals, documented their...
The rapid integration of generative AI in education often frames teachers as technology users who primarily need technical training. Existing prompt engineering frameworks offer technical guidance but have limited grounding in theories of teacher pro...
Better outcomes in English language learning through improving the quality of teaching is a policy objective in Thailand’s school system. Mandating continuing professional development aims to support the interaction of teachers’ practice,...
Reflection occurs as a learning process in which thoughts are consequential and continuously improved upon. The current research examined teacher reflection by examining the influence of multilingualism and professional development activities on teac...
Recent reports from federal agencies and legislation call for explicit avenues to incorporate K–12 STEM master teacher voice into the policy space. National initiatives, federal legislation, and teacher recognition programs have sought to ident...
This paper clarifies and expands the definition of teacher professional practice, grounded in the commonplaces of professionalism outlined by Lee Shulman. We present the Professional Development: Research, Implementation, and Evaluation (PrimeD) fram...
In this study, the correlation between 526 prospective teachers’ beliefs about education for sustainable development (ESD) and their perceptions of self-efficacy and abilities to focus on solutions was addressed. This descriptive study found th...
This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and...
Education for sustainable development (ESD) is increasingly being perceived as the educational paradigm of our time. Here, teachers act as multipliers in the dissemination of that new paradigm into practice. The question arises, however, as to how fa...
Digital game-based learning (DGBL) has the potential to promote equity in K–12 STEM education. However, few teachers have expertise in DBGL, and few professional development models exist to support teachers in both acquiring this expertise and...
The aim of this article is to explore the role of teacher professional development (TPD) in relation to two experiences involving digital technology. Both studies were conducted at a single combined primary and secondary school and involved a total o...
This study explores the integration of technology and artificial intelligence (AI) as catalysts for professional teacher development within the context of Mexico’s educational challenges. Adopting a qualitative and exploratory approach, a four-...
This paper presents a qualitative cross-level study with a focus on prospective and in-service teachers’ pedagogical content knowledge (PCK) of redox reactions in Germany. The objective was to investigate and analyze the differences in PCK betw...
Teacher professional learning occurs across various contexts. Previous studies on teacher learning and changes in practice have focused on either classroom contexts or learning communities outside of school, but have rarely investigated teacher learn...
In the post pandemic era, most of the countries are facing challenges in economic recovery, while investing in creative human capital such as teachers by increasing their salaries can be one of the policy options for governments to drive development....
Significant time, money, and energy are invested in Continuing Professional Development (CPD) across Further Education (FE) colleges in England, with the aim of enhancing teaching strategies, sharing “best” practices, and improving educat...
EAP (English for Academic Purposes) teachers’ professional development remains an underexplored area despite its significance in higher education. This study employs cultural–historical activity theory (CHAT) to analyze the internal and e...
In this article, we chart the development of one of us—Sue Hough—from a teacher who wanted students to understand to one who gained new critical understandings of student thinking, pedagogy, and the very nature of mathematics. We comment...
This study aims to investigate the levels of pedagogical competencies and ESD competencies in a group of future primary school teachers when integrating teaching practices and the Sustainable Development Goals (SDGs) into a science education course....
In this commentary, I challenge the field to take seriously the idea of incremental professional development (PD) for teachers of mathematics. I begin by briefly describing the history of PD in the United States since the publication of NCTM’s...
of 97