Global competency for teacher educators: exploring the needs of teacher education faculty in a professional development project

2024-9-11

How teachers develop professionally: strategies used by high school teachers in Taiwan

2024-9-2

Teacher-tailored student evaluation of teaching as a formative lens for reflection on teaching: academics’ perspectives

2024-8-27

Changing professional identities: a qualitative study of how Singapore allied educators managed their own resistance to change

2024-8-27

Navigating formative assessment as professional development in digital contexts: insights from teachers’ experiences

2024-7-31

Nature-based teacher education as beyond ‘getting outside:’ relational attunement, attending to the un-noticed, and ethical responsibility

2024-7-30

‘It changed my view of assessment’: a framework for teacher-centered state standardized science assessment

2024-7-26

Exploring the varying agendas of principals, teachers, and a university related to mentorship

2024-7-19

What you say matters: preservice teacher classroom management initial development

2024-7-19

Guided attention strategies for developing teacher sight

2024-7-19

Teachers’ definitions, beliefs, and reasons for using or not using student self-assessment

2024-7-8

Teachers designing student voice initiatives: an exploration of possibilities and perceived risks

2024-7-8

Exploring teachers’ experiences of a professional learning community

2024-7-1

Reimagining professional development in secondary schools: shaping literacy instruction through lesson study

2024-7-1

How teachers make talk rules relevant as collective scaffolds in the context of digital technology – support for and from microblogging

2024-6-22

The effect of the professional development phase on the contribution of a teaching simulation during teaching staff’s preparation and development

2024-6-4

Remembering learning mathematics – we can run but we can’t hide

2024-6-3

Pedagogical strategies in the cotaught K–12 inclusive setting: role responsibility for teacher partners and leaders

2024-5-27

Developing critical consciousness for culturally responsive teaching: an international teacher exchange program

2024-5-23

Primary teacher solutions: ready pedagogy and inspirational ideas <b>Primary teacher solutions: ready pedagogy and inspirational ideas</b> , edited by Poppy Gibson, Robert Morgan, and Ashley Brett, New York, Routledge, 2023, 326 pp., £104.00 (hardback), £19.99 (eBook), ISBN 978-1-0032-1809-8

2024-5-23

Resilience in preschool and elementary school teachers in the Czech Republic

2024-5-19

Family literacy practices in Asian and Latinx families: educational and cultural considerations <b>Family literacy practices in Asian and Latinx families: educational and cultural considerations</b> , edited by Jorge E. Gonzalez, Jeffrey Liew, Gayle A. Curtis, and Yali Zou, Cham, Switzerland, Palgrave Macmillan, 2022, 260 pp., £143.43 (pbk), ISBN 978 3031144691

2024-5-11

The heart-centered teacher: restoring hope, joy, and possibility in uncertain times <b>The heart-centered teacher: restoring hope, joy, and possibility in uncertain times</b> , by Regie Routman, New York, Routledge, 2003, 274 pp., $170.00 (hbk), $26.01 (pbk), ISBN 978 1032463438, ISBN 978 1032445502 and ISBN 978 1003381242 (ebook)

2024-5-4

Social and emotional learning for advanced children in early childhood birth to 8 <b>Social and emotional learning for advanced children in early childhood birth to 8</b> , by Bronwyn MacFarlane and Ellen Honeck, Routledge, 2023, ISBN 978 1003353690

2024-5-4

How does online training with reflection tasks affect the depth of reflection of preservice teachers in China?

2024-5-2

Professional mentoring for early childhood and primary school practice <b>Professional mentoring for early childhood and primary school practice</b> , by Mary Moloney, Jennifer Pope, and Ann Donnellan, Cham, Switzerland, Springer, 2023, 214 pp., €53.49 (eBook), ISBN 978 3031371868. https://link.springer.com/book/10.1007/978-3-031-37186-8

2024-5-2

Opportunities for teacher learning in teaching difficult histories: a social theory of learning perspective

2024-4-22

Mathematizing children’s literature: sparking connections, joy, and wonder through read-alouds and discussion <b>Mathematizing children’s literature: sparking connections, joy, and wonder through read-alouds and discussion</b> , by Allison Hintz and Antony T. Smith, New York, Routledge, 2023, 240 pp., £22.39 (paperback), ISBN 9781032681672

2024-4-15

How do micro-placements in industry within an initial teachers’ training programme contribute towards bridging the gap between education and employment?

2024-4-15

The impact of self-esteem, optimism and emotional intelligence on the professional development of future primary and pre-school teachers

2024-4-15

The ethics of care and the professional identity of teachers: implications for professionalization processes

2024-4-8

Ethics and integrity in teacher education <b>Ethics and integrity in teacher education</b> , by Sarah Elaine Eaton and Zeenath Reza Khan, 2023, Cham, Springer, 173 pp., €129.99 (hbk), ISBN 978-3-031-16921-2

2024-4-8

Increasing pre-service teacher knowledge of AAC systems and supports in the classroom setting

2024-4-5

Understanding teacher burnout following COVID-19

2024-4-5

‘I learned more than the children learned’. A dual-focused professional development initiative to support immersion teachers

2024-4-5

Kinaesthetic learning in early childhood: exploring theory and practice for educators <b>Kinaesthetic learning in early childhood: exploring theory and practice for educators</b> , edited by Georgina Barton and Susanne Garvis, Abingdon, Routledge, 2023, 180 pp., £97.50 (hardback), ISBN 978 1032215198

2024-4-5

Understanding teachers’ motivation to undertake a postgraduate degree: the influence of ‘expectancy of success’ and ‘expectancy of value’ beliefs

2024-3-13

The sushi train of professional learning: teachers self-driving learning using a social networking website

2024-3-10

Responsive facilitation: validating constructs to support in-service science teacher professional development

2024-3-10

Primary schools as professional learning communities and teachers’ professional development: an empirical study in a Greek educational context

2024-3-5

How a socially shared approach may rescue the teaching of learning regulation

2024-3-1

Dismantling educational sexism through teacher education: Engaging preservice teachers in an anti-sexism curriculum <b>Dismantling educational sexism through teacher education: Engaging preservice teachers in an anti-sexism curriculum</b> , by Kimberly J. Pfeifer, Routledge, New York and Abingdon, 2021, 212 pp., £130.00 (hb), ISBN 9780367751166, £29.24 (e-Book), ISBN 9780367751180

2024-2-29

The self-sought professional learning experiences of secondary school teachers in Malta

2024-2-28

Importance of regulation and the quality of teacher learning in student-centred teaching

2024-2-26

The network professional learning community approach: an effective model for individual and group learning

2024-2-25

Alternative predictive measures for assessing suitability to teacher education studies

2024-2-19

Collective development of teaching practices in Swedish compulsory schools – does professional learning occur?

2024-2-19

‘I’m pretty sure we did every idea’: teachers’ experiences with external coaches and their relation to transformative learning

2024-2-1

Language teacher development in digital contexts <b>Language teacher development in digital contexts</b> , edited by H. Kayi-Aydar and J. Reinhardt, Amsterdam/Philadelphia, John Benjamins Publishing Company, 2022, x, 196 pp., US $143.00 (hardback), ISBN 978 902721058

2024-1-26

Relational literacy coaching and professional growth: an elementary writing teacher’s journey toward efficacy

2024-1-26