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Liene Briede; Elga Drelinga – Journal of Teacher Education for Sustainability, 2023
The evaluation of teacher's work has traditionally been a cornerstone of educational systems worldwide, driven by the need to maintain educational standards and ensure teacher accountability. Recognizing the limitations of conventional evaluation practices, a growing movement advocates for a more sustainable and inclusive approach that values the…
Descriptors: Teacher Evaluation, Sustainability, Evaluation Methods, Independent Study
Zengin, Yilmaz – Education and Information Technologies, 2023
The purpose of this study is to examine the effect of a professional development course based on information and communication technologies (ICTs) on mathematics teachers' skills in designing technology-enhanced task. A technology-enhanced professional development course for supporting mathematical reasoning is designed, implemented, and evaluated…
Descriptors: Faculty Development, Information Technology, Technology Uses in Education, Mathematics Teachers
Fidan, Ahmet; Tekin-Iftar, Elif – Education and Treatment of Children, 2022
We examined effects of hybrid coaching delivered face-to-face and via smartphone to train middle school general educators to use a simultaneous prompting procedure during instruction on academic core content with sixth-grade students with intellectual disability in general education classrooms. We also measured student outcomes. We used a…
Descriptors: Coaching (Performance), Middle School Teachers, Teaching Skills, Academic Achievement
Wright, Sarah; Dean, Kathy Lund; Forray, Jeanie M. – Higher Education: The International Journal of Higher Education Research, 2022
Experiential teaching practices can provide transformative learning opportunities for students. However, thus far the experiential education literature considers "experiential activities" monolithically, without acknowledging differences in emotions, particularly negative emotions, students may experience or educator skill in…
Descriptors: Experiential Learning, Emotional Response, Teaching Skills, Taxonomy
Amador, Julie M. – Journal of Mathematics Teacher Education, 2022
Noticing is a skill that is not overtly observable yet is consequential to effective mathematics instruction. Researchers have found that prospective and practicing teachers can learn to notice, but little focus has been given to those who teach teachers to notice. The purpose of the study was to characterize mathematics teacher educators'…
Descriptors: Mathematics Instruction, Mathematics Teachers, Attention, Teacher Educators
Mumpuni, Kistantia Elok; Priyayi, Desy Fajar; Widoretno, Sri – International Journal of Instruction, 2022
Peer assessment is an evaluation in which the students are assessing each other. However, do they understand what to assess, how to assess, and the objectivity of the assessment? This study aims to analyse students' ability to conduct peer assessments. The research applied a quantitative research design using questionnaire. The participant was a…
Descriptors: Peer Evaluation, Preservice Teachers, Teaching Methods, Teacher Evaluation
Kelly Kristina Harle – ProQuest LLC, 2022
An essential part of novice teachers' development of pedagogical and classroom management skills in a district is a supportive induction and mentoring program (Ingersoll & Strong, 2011). Novice teachers can combat the challenges that directly contribute to dissatisfaction with the teaching profession, attrition rates, and an overall teacher…
Descriptors: Beginning Teachers, Beginning Teacher Induction, Teaching Skills, Teacher Competencies
Hardwrict, Marissa B. – ProQuest LLC, 2021
Each year, hundreds of students graduate with a terminal degree. Many have aspirations to teach at a college or university. This includes graduates of social work programs. However, little information is known about the experiences of teaching readiness of social work Ph.D. graduates. The purpose of this study was to examine the experiences of…
Descriptors: Social Work, College Faculty, Teacher Attitudes, Doctoral Programs
Granger, Kristen L.; Chow, Jason C.; Broda, Michael D.; Pandey, Toshna; Sutherland, Kevin S. – Grantee Submission, 2023
The purpose of this preliminary study was to examine the extent to which the relation between teacher reported (N = 26) teaching efficacy and observations of classroom quality varied as a function of a specific classroom characteristic, classroom adversity, a measure of classroom level hardship that includes factors such as student challenges with…
Descriptors: Self Efficacy, Teaching Skills, Classroom Environment, Context Effect
Sudarnoto, Laura F. N. – Journal of Classroom Interaction, 2023
Teachers' skills in the learning and teaching process both offline and online are crucial to creating an effective learning environment, and one such skill is classroom management. Aiming to investigate the factors that influence teacher skills in classroom management, this study involved 363 elementary school teachers in a quantitative survey.…
Descriptors: Self Esteem, Teacher Persistence, Quality of Working Life, Classroom Techniques
Goriot, Claire; van Hout, Roeland – International Journal of Bilingual Education and Bilingualism, 2023
We investigated whether primary-school teachers' beliefs towards early-English education are related to the type of English education they are involved in (early- or later-English schools), their English language skills and whether they teach English. Ninety-nine Dutch teachers filled in a questionnaire with 25 statements about early-English…
Descriptors: Elementary School Teachers, English (Second Language), English Language Learners, Foreign Countries
Garcia, Consuelo; Badia, Antoni – Mentoring & Tutoring: Partnership in Learning, 2023
Teachers as mentors have a great impact on shaping the identity of future teachers and how they will behave in the classroom. However, mentoring roles in many countries receive little, if any, training and guidance. The dialogical self theory offers a comprehensive theoretical framework for studying student teachers' mentor's identity. The main…
Descriptors: Student Teachers, Mentors, Self Concept, Teachers
Park, Mimi; Kim, Yeon – Educational Studies in Mathematics, 2023
Mathematics teaching is challenging particularly for teachers who have just started their careers. Research on this sort of teacher has focused separately on their knowledge, identity, or instructional quality. Yet, teaching mathematics as a profession requires synthetic and comprehensive competency. To fill this gap, this study investigates the…
Descriptors: Educational Quality, Instructional Effectiveness, Beginning Teachers, Mathematics Teachers
Kakazu, Kengo; Kobayashi, Minoru – Journal of Education for Teaching: International Research and Pedagogy, 2023
Japan enacted a new teacher education curriculum in 2019, following which it became possible to include school experiences and internships within one's practicum credits. However, the contents of the practicum are not systematically arranged, and discussions on student-teachers' (STs) learning and their resulting professional development achieved…
Descriptors: Foreign Countries, Preservice Teacher Education, Student Teachers, Practicums
Ward, Phillip; Ayvazo, Shiri; Iserbyt, Peter – Quest, 2023
Daryl Siedentop has been viewed as one of the most influential scholars in the fields of physical education and physical education teacher education. In this article, we examine his epistemological lens, behavior analysis that he used to underpin his research and practice. After an introduction to behavior analysis, we discuss his approach to…
Descriptors: Physical Education, Physical Education Teachers, Teacher Education, Epistemology