Open Access. Powered by Scholars. Published by Universities.®

Education Commons™

Open Access. Powered by Scholars. Published by Universities.®

Teacher Education and Professional Development

PDF

Action research

Institution
Publication Year
Publication
Publication Type

Articles 1 - 30 of 76

Full-Text Articles in Education

Autonomous Professional Learning Through Practitioner Inquiry: A Study Of Growth Plan System Experiences, Daina Kelly Gaputis Jun 2023

Autonomous Professional Learning Through Practitioner Inquiry: A Study Of Growth Plan System Experiences, Daina Kelly Gaputis

USF Tampa Graduate Theses and Dissertations

The need for quality science education has long been established, but despite reform after reform, it remains a current concern. What we know as good teaching is not happening, perhaps because there is an increase in science teachers using alternative certification programs to enter the field. This lack of formal training causes teachers to have a reliance on professional learning opportunities to learn about reform-based science education. Unfortunately, traditional forms of professional learning are often inadequate, so newer professional learning designs have been established. Some of these newer designs, such as practitioner inquiry, offer teachers autonomy over how they assess …

Go to article

The Closing Of One Black Box, The Opening Of Another: A Self-Study Of How An Instructional Coach Makes Decisions, Andromeda L. Hightower May 2023

The Closing Of One Black Box, The Opening Of Another: A Self-Study Of How An Instructional Coach Makes Decisions, Andromeda L. Hightower

UNLV Theses, Dissertations, Professional Papers, and Capstones

Despite the efforts of traditional and alternative teacher education programs (i.e. pre-service teacher education) in the United States, teachers frequently report feeling unprepared by the time they begin teaching full time in the classroom. Teachers with low levels of self-efficacy are correlated with lower job satisfaction, higher levels of stress and anxiety, and lower student achievement gains in the classroom. To assist with ameliorating these gaps, schools, districts, and private distributors provide training opportunities for teachers once they have begun the job (i.e. in-service teacher training) in the form of teacher professional development. Mainstream professional development approaches are traditionally simplistic …

Go to article

Action Research In The Time Of Covid-19, Victoria Seeger, Troy Fredde, Brianna O'Neal, Johnna Stewart Feb 2023

Action Research In The Time Of Covid-19, Victoria Seeger, Troy Fredde, Brianna O'Neal, Johnna Stewart

Networks: An Online Journal for Teacher Research

This study provides a picture of the impact the novel Coronavirus (COVID-19) had on action research performed by graduate students at a small Midwest university. A qualitative case study was conducted to examine how the participants’ abilities to implement their research, gather data, and analyze the results was impacted by COVID-19. Participants were asked a series of questions regarding modifications made, the impact to the research that was done, the impact to their findings, and implications for future research. Based on the responses to these surveys, researchers determined four prominent themes; altered timelines, limited access to data and materials, quality …

Go to article

Teacher Inquiry: A Catalyst For Professional Development, Divonna Stebick, Jonathan Hart, Lauren Glick, Jaime Kindervatter, Jenna Nagel, Cathy Patrick Feb 2023

Teacher Inquiry: A Catalyst For Professional Development, Divonna Stebick, Jonathan Hart, Lauren Glick, Jaime Kindervatter, Jenna Nagel, Cathy Patrick

Networks: An Online Journal for Teacher Research

Teachers seek and require meaningful professional development opportunities to truly grow in the profession. Teacher inquiry, or teacher research, is one way to accomplish professional development goals. Teacher inquiry is thought of as individualized, personalized, and meaningful professional development (Cochran-Smith & Lytle, 1999). In this paper we articulate the learning of a cohort of certificated professionals engaged in a year-long project that included asking research questions, designing data collection tools, and developing an independent study to examine their questions. Nine certificated professionals participated in the year-long project representing various grade levels and experiences. Data was collected through teacher reflections and …

Go to article

The Symbiotic Relationship Between Reading And Music: A Natural Pedagogical Collaboration, Jarrett D. Moore, Kathryn Simonyak, Kelsey Ruzicka Feb 2023

The Symbiotic Relationship Between Reading And Music: A Natural Pedagogical Collaboration, Jarrett D. Moore, Kathryn Simonyak, Kelsey Ruzicka

Networks: An Online Journal for Teacher Research

Reading and music instruction can form a symbiotic relationship to positively impact lower-elementary literacy and increase student engagement. In this action research study, cross-curricular instruction between reading and music at the 2nd grade elementary level was taught by both the reading and music teacher. This study employed reading, rhythm, rhyme, instrumentation, writing, physical movement, and song to benefit students’ phonemic awareness while reading. Developmental Reading Assessments (DRAs) were used to measure student growth from the start of the study to its conclusion. These DRAs were used as pre- and posttests and were bookended around instruction using reading, rhythm, rhyme, instrumentation, …

Go to article

Building Research Capacity Of Future Teachers: A Canadian Case Study, Dragana Martinovic, Ziad F. Dabaja Jan 2023

Building Research Capacity Of Future Teachers: A Canadian Case Study, Dragana Martinovic, Ziad F. Dabaja

Australian Journal of Teacher Education

Since their first day in school, in-service teachers are expected to act professionally, make good judgments, think critically, and problem-solve effectively. The literature suggests that engaging pre-service teachers in research can help them to develop several key skills. In this paper, we present the outcomes from a year and a half long mixed-methods case study that was conducted in two phases (i.e., a pilot and a follow-up study) with two groups of pre-service teachers enrolled in a teacher education programme in a Canadian mid-size university. The purpose of this research was to examine how an in-course research component might have …

Go to article

Curriculum Adaptations To Teach For Creativity Using A Published Language Arts Curriculum, Barbara T. Prendergast Dec 2022

Curriculum Adaptations To Teach For Creativity Using A Published Language Arts Curriculum, Barbara T. Prendergast

Theses and Dissertations

The purpose of this qualitative action research study was to examine a published language arts curriculum, determine how Anna Craft’s possibility thinking framework could be integrated into the curriculum, and then observe how students responded to the implementation of lessons integrating the elements of possibility thinking. The findings revealed that a teacher can use the possibility thinking elements to encourage creativity while still teaching the objectives of a published curriculum. Creativity development can be encouraged by using a variety of supports that build possibility thinking. The data demonstrated a connection between life experiences and the curriculum through possibility thinking. The …

Go to article

Exploring The Impact Of Workshops And A Mini-Project In Student Teachers Becoming Qualitative Researchers, Junjun Muhamad Ramdani, Elih Sutisna Yanto, Melisa Sri, Rahmat Djunaedi Jul 2022

Exploring The Impact Of Workshops And A Mini-Project In Student Teachers Becoming Qualitative Researchers, Junjun Muhamad Ramdani, Elih Sutisna Yanto, Melisa Sri, Rahmat Djunaedi

The Qualitative Report

Drawing on Vygotsky's "space framework" (Harré, 1984; Mostofo & Zambo, 2015), this article reports the findings of our action research project that examined student teachers' beliefs and behavior changes while completing a qualitative research project. Our research question was, "to what extent do student teachers change their beliefs and behaviors about qualitative research (QR) after participating in a two-workshop series of qualitative designs in language classrooms and doing a mini-project?" The participants of this study were eight student teachers at an Indonesian university, and the research data was collected through questionnaires and interviews. The study's findings show that student teachers …

Go to article

Reflective Practice Through Dialogic Interactions: Togetherness And Belonging Within A Collective Of Efl Teachers In Mexico, Patricia Marie Anne Houde Jun 2022

Reflective Practice Through Dialogic Interactions: Togetherness And Belonging Within A Collective Of Efl Teachers In Mexico, Patricia Marie Anne Houde

The Qualitative Report

This study tackles the lack of collective models to analyze teaching practices by employing a bottom-up and collaborative approach for engaging in Reflective Practice (RP) for English as a Foreign Language (EFL) teachers in a Mexican context. The Collective Accompaniment Model (CAM; Guillemette, 2014) served to develop reflection with peers at the same hierarchical level, allowing for reflection to evolve over time. The research question was “What are the contributions of other colleagues’ interactions to support reflective practice via collective accompaniment with EFL teachers in Mexico”? The methodology employed during the inquiry was action research (AR) with nine EFL teachers …

Go to article

School Leadership Support: Understanding The Experiences Of Elementary-Level Teachers During A Global Health Pandemic, Kathleen M. Crawford, Pamela Wells, Juliann Sergi Mcbrayer, Kristen N. Dickens, Katherine Fallon May 2022

School Leadership Support: Understanding The Experiences Of Elementary-Level Teachers During A Global Health Pandemic, Kathleen M. Crawford, Pamela Wells, Juliann Sergi Mcbrayer, Kristen N. Dickens, Katherine Fallon

School Leadership Review

The purpose of this study was to better understand how the current COVID-19 global health pandemic has professionally and emotionally impacted elementary-level teachers. Teachers experienced diverse challenges during this unprecedented time with a rapid shift from in-person to online learning. Two overarching themes emerged based on participant experiences: abandoning best practices and increased stress and emotional pain. Implications for practice included the need for school leaders to evaluate the current level of support being provided to teachers and assess areas of need to support professional and emotional growth with the backdrop of the pandemic. We encourage future research with all …

Go to article

Positioning Dispositions In Initial Teacher Education: An Action Research Approach, Qilong Zhang, Joanne Hayes, Rawhia Tehau-Grant, Roberta Skeoch, Lois France, Ke Jiang, Ruth Barnes Jan 2022

Positioning Dispositions In Initial Teacher Education: An Action Research Approach, Qilong Zhang, Joanne Hayes, Rawhia Tehau-Grant, Roberta Skeoch, Lois France, Ke Jiang, Ruth Barnes

Australian Journal of Teacher Education

In spite of debate, ambiguity, and tension around teacher dispositions, in the past over two decades, the place of dispositions in initial teacher education (ITE) has been widely supported among policy makers and researchers. Specifically, debate on whether dispositions are teachable has largely given way to action to foster dispositions. Adopting a two-cycle participatory action research design, this study explored ways to teach the first-year teacher candidates’ dispositions in an early childhood ITE programme in New Zealand. The intervention included eight focus dispositions and corresponding strategies to teach each focus disposition. Data collection methods included student self-assessment surveys, individual and …

Go to article

Individualized Professional Development, Thea Dirton Jan 2022

Individualized Professional Development, Thea Dirton

South Carolina Association for Middle Level Education Journal

A one-size-fits-all professional development program may not be beneficial to all of the staff in an educational setting. The following professional development program offers an alternative solution to traditional professional development methods, by allowing teachers to determine the strategies that they want to implement into their classroom. The implementation of these strategies and the reflection that goes along with it in the form of action research, allows staff members to determine which methods are most beneficial to them and the students in their learning environment.

Go to article

Preservice Teacher Action Research : Making Meaning And Generating Knowledge Through Inquiry, Rachel Ginsberg Jan 2022

Preservice Teacher Action Research : Making Meaning And Generating Knowledge Through Inquiry, Rachel Ginsberg

Theses, Dissertations and Culminating Projects

This qualitative study, situated in a large state university, investigated how the experiences of preservice teachers conducting action research in their full-time clinical placements as part of a seminar course in a teacher education program fostered a critical teacher inquiry stance. I examined how action research allowed preservice teachers to generate personal and educational knowledge and how their inquiry influenced the ways in which they thought about how teachers make meaning and generate knowledge. Using critical teacher inquiry as a framework allowed a critical lens that prioritized the need and importance of viewing teachers’ inquiry in the classroom as a …

Go to article

The Infinity Mirror: Learning To Lead Through Action-Oriented Inquiry, Robert D. Evans Jan 2022

The Infinity Mirror: Learning To Lead Through Action-Oriented Inquiry, Robert D. Evans

Electronic Theses and Dissertations

This dissertation-in-practice is a reflective self-study exploring the lived experience of the current researcher as a leader of Lesson Study (LS) over 2 years. Drawing on the concepts of perspective and engagement articulated by Wenger-Trayner and Wenger- Trayner (2016) in their Learning in Landscapes of Practice conceptual framework, the study is organized around the primary critical question: How has my perspective on what it means to be a teacher leader been transformed through my engagement with LS in the context of a US community of educational practice? Working within the paradigm of first person action-oriented inquiry, the method of self-study …

Go to article

Action Research As Evidence-Based Practice: Enhancing Explicit Teaching And Learning Through Critical Reflection And Collegial Peer Observation, Renee Crawford Jan 2022

Action Research As Evidence-Based Practice: Enhancing Explicit Teaching And Learning Through Critical Reflection And Collegial Peer Observation, Renee Crawford

Australian Journal of Teacher Education

: In an era where teachers are increasingly being asked to demonstrate evidence of their impact, action research is identified as a practical and critically reflective research approach for enhancing explicit teaching and learning. Using a historical perspective, foundations for reflective practice and action research in educational contexts are explored. A discussion of the processes and techniques that may be employed, including how collegial peer observation is embedded to strengthen application is provided. An action research model, encapsulating the approach discussed, demonstrates its practicality for teachers to engage in critically reflective practice and provide an evidence-base for their work. As …

Go to article

From Training To Improving Classroom Practices: Learning From School Improvement Program Intervention In A Mountainous Public Secondary School In Gilgit-Baltistan, Pakistan, Abdul Wali Khan May 2021

From Training To Improving Classroom Practices: Learning From School Improvement Program Intervention In A Mountainous Public Secondary School In Gilgit-Baltistan, Pakistan, Abdul Wali Khan

Institute of Policy Studies (IPS) Working Paper Series

This study reports learning from a professional development (PD) session and classroom action research from an English class conducted in the mountainous northern part of Pakistan. The researcher got training from Professional Development Centre North (PDCN) as a member of the Quality Assurance Team and then conducted a five-day workshop for teachers on various general teaching techniques, lesson planning, writing reflections/portfolios and classroom management. After the sessions, the teachers applied these knowledge and skills in their respective classes, and English teachers did action research with the researcher to improve the language skills of grade 7 students for three cycles. Pre- …

Go to article

Ripple Effects: How Teacher Action Research On Culturally Relevant Education Can Promote Systemic Change, Hillary Parkhouse, Julie Gorlewski, Jesse Senechal, Chu Yi Lu Qiu Jan 2021

Ripple Effects: How Teacher Action Research On Culturally Relevant Education Can Promote Systemic Change, Hillary Parkhouse, Julie Gorlewski, Jesse Senechal, Chu Yi Lu Qiu

Teaching and Learning Publications

Teacher action research has been shown to both promote professional growth in teachers as well as produce gains for students. However, to date, little research has examined how action research might contribute to systemic changes in schools and school districts. This qualitative study of six teachers from various districts, subject areas, and grade levels, illustrates how action research can have simultaneous impacts on teachers, their students, and their schools and districts. The teacher action research projects all focused on culturally relevant education and the pursuit of equity. Impacts included teachers’ deepened understandings of equity and inclusivity; students’ diversity awareness, positive …

Go to article

A Peer Review Of Teaching Benchmark Portfolio For Mued 403 Student Teaching Seminar, Danni Gilbert Jan 2021

A Peer Review Of Teaching Benchmark Portfolio For Mued 403 Student Teaching Seminar, Danni Gilbert

UNL Faculty Course Portfolios

This portfolio examines the course planning and delivery of MUED 403—Student Teaching Seminar. Taken concurrently in the final semester of the music education degree with full-time student teaching field experiences, in addition to fulfilling the ACE 10 requirement, this course provides an analysis of PK-12 music teaching with special attention to teacher certification, selected legal aspects of education, current issues in education, and professional communication. I chose this course for the Peer Review of Teaching Project to determine whether undergraduate music education students could successfully complete an action research project during their student teaching semester and if so, whether the …

Go to article

Looking For Hope: The Experience Of Early Career Teachers Engaged In A Collaborative Community Of Reflective Practice As A Model Of Induction And Professional Development, Donia E. Spott Jan 2021

Looking For Hope: The Experience Of Early Career Teachers Engaged In A Collaborative Community Of Reflective Practice As A Model Of Induction And Professional Development, Donia E. Spott

Theses and Dissertations

Teaching has always been an isolated profession and many professional development programs are seen as disconnected from the realities and daily needs of teaching. With the pressures of standards, paperwork, classroom management, and learning to teach, early career teachers can be especially vulnerable to becoming discouraged, disillusioned, and demoralized. This study used a qualitative, narrative inquiry approach to tell the stories of seven early career teachers’ experiences with induction and the development of a reflective community to support early career teachers in their professional practice. As part of the action research approach taken in designing the program, the discussions and …

Go to article

Educating For Global Competence: Co-Constructing Outcomes In The Field: An Action Research Project, Kristina A. Van Winkle Jan 2021

Educating For Global Competence: Co-Constructing Outcomes In The Field: An Action Research Project, Kristina A. Van Winkle

Antioch University Dissertations & Theses

Capacity building for globally competent educators is a 21st Century imperative to address contemporary complex and constantly changing challenges. This action research project is grounded in positive psychology, positive organizational scholarship, relational cultural theory, and relational leadership practices. It sought to identify adaptive challenges educators face as they try to integrate globally competent teaching practices into their curricula, demonstrate learning and growth experienced by the educators in this project, and provide guidance and solutions to the challenges globally competent educators face. Six educators participated in this three-phase project, which included focus groups, reflective journal entries, and an exit interview. Data …

Go to article

Trustworthiness In Sampling Selection: Remedies Against Introspective Chaos, Cécile Gabarre, Serge Gabarre Dec 2020

Trustworthiness In Sampling Selection: Remedies Against Introspective Chaos, Cécile Gabarre, Serge Gabarre

The Qualitative Report

The ethical dimension pertaining to protecting participants from psychological harm due to the in-depth nature of the inquiry and to the intimacy resulting from prolonged engagement is well-documented. This is laudable, but very few studies focused on guiding the researchers against chaotic emotions arising from introspectively questioning their beliefs and motivations and inspiring their judgments underlying their decisions. In our involvement with masters’ students’ thesis writing and research management training, supervision, and examination, we became aware of recurring cases of novice researchers silently disappearing from the program, eventually reappearing, continuously struggling with their thesis. Investigating this process, we identified the …

Go to article

An Action Research Study On The Use Of Flipped Learning In A Spanish As A Foreign Language Class, Juan Carlos Acevedo Fontecha May 2020

An Action Research Study On The Use Of Flipped Learning In A Spanish As A Foreign Language Class, Juan Carlos Acevedo Fontecha

Theses and Dissertations

The present action research evaluated the teacher’s perception and the students’ attitudes and practices over the impact of applying a flipped learning model for a basic Spanish course. Unlike previous studies that have evaluated the model considering students’ perceptions and language performance, this study also considered the teacher in a cyclical process of using the flip model. The intervention consisted of four classes that dealt with grammar topics transferred into tutorial videos and in-class activities to practice the content from the videos. To gain a broader spectrum of the teacher’s perception, this study used questionnaires, and field journals designed to …

Go to article

Using Video To Reframe The Teacher Evaluation Process As A Professional Learning Experience : An Action Research Study, Andrew C. Matteo May 2020

Using Video To Reframe The Teacher Evaluation Process As A Professional Learning Experience : An Action Research Study, Andrew C. Matteo

Theses, Dissertations and Culminating Projects

The purpose of this action research study was to work with a group of teachers to refine an organizational routine dealing with teacher evaluation with the dual goals of (a) increasing the teachers’ sense of professionalism and improving the technical core of their work—instruction— and (b) moving toward a routine that the district will be able to use in the future. The research question that guided this work was, “How do we experience the organizational routine that I developed using video for teacher evaluation for improving teacher practice as compared to the existing teacher evaluation system, and how does our …

Go to article

Supporting English Learners Through Practice-Based Research, Catherine Lammert, Erica B. Steinitz Holyoke Mar 2020

Supporting English Learners Through Practice-Based Research, Catherine Lammert, Erica B. Steinitz Holyoke

Reading Horizons: A Journal of Literacy and Language Arts

Learning to use critical practice-based research as part of teaching is an important goal for preservice teachers, especially for those who plan to teach English learners in linguistically diverse settings. In this study, we examine the experiences of preservice teachers who were introduced to a framework for enacting iterative, transformative action research, and used the framework to study their own teaching in a one-on-one writing partnership with young English learners. Using an established self-efficacy survey instrument, as well as qualitative measures such as course artifacts and observations of teaching, we conducted a mixed-methods study to examine the impact of research …

Go to article

Enhancing Student Learning In The Online Instructional Environment Through The Use Of Universal Design For Learning, Kathleen A. Boothe, Marla J. Lohmann, Ruby Owiny Feb 2020

Enhancing Student Learning In The Online Instructional Environment Through The Use Of Universal Design For Learning, Kathleen A. Boothe, Marla J. Lohmann, Ruby Owiny

Networks: An Online Journal for Teacher Research

As college faculty who prepare future teachers, we strive to teach our students through instruction and modeling best practices in teaching. We constantly evaluate our teaching and make adjustments to include updated knowledge about effective instruction. The evaluation and adjustments made to our courses lend themselves to action research. We take what we learn from our research and make appropriate changes to better meet the diverse needs of students. This article provides an overview of a final project that used Universal Design for Learning (UDL) for assessing student knowledge. This research focused on the principle of Multiple Means of Action …

Go to article

Instructional Coaching: Developing Efficacy For Project-Based Learning, Klista L. Rader Jan 2020

Instructional Coaching: Developing Efficacy For Project-Based Learning, Klista L. Rader

Theses and Dissertations--Educational Leadership Studies

Project-based learning is a method of instruction utilizing techniques of brainstorming, research, and problem-solving. When learning in project-based environments, students work collaboratively and receive feedback from an authentic audience of knowledgeable and experienced professionals. Although these instructional methods are beneficial for student learning, they conflict with traditional instructional practices. Although teachers in a rural Missouri school district received professional development for incorporating project-based learning, they expressed feelings of confusion, uncertainty, and decreased competency when relinquishing traditional instructional methods. These feelings are indicative of low levels of self-efficacy that can negatively influence the degree to which new instructional methods are implemented …

Go to article

Voices On Data Literacy And Initial Teacher Education: Pre-Service Teachers’ Reflections And Recommendations, Shannon Kennedy-Clark, Vilma Galstaun, Peter Reimann, Taylor Martyn, Kiatin Williamson, Jessica Weight Jan 2020

Voices On Data Literacy And Initial Teacher Education: Pre-Service Teachers’ Reflections And Recommendations, Shannon Kennedy-Clark, Vilma Galstaun, Peter Reimann, Taylor Martyn, Kiatin Williamson, Jessica Weight

Australian Journal of Teacher Education

The purpose of study was gain insight into pre-service teachers’ experiences in using classroom data to make learning and teaching decisions. The qualitative study is based on the reflections and recommendations of three pre-service teachers’ that participated in a data-driven decision-making intervention whilst on an immersive 10-week professional learning experience. This study is underpinned by an action research framework. There are many understandings of action research, here the approach is understood to be a systematic investigation into one’s own practice with the aim of improving teaching and learning. From the thematic analysis of the reflections, several recommendations were put forward …

Go to article

Developing Instructional Skills: Perspectives Of Feedback In Student Teaching, Noelle Won, Kimy Liu, Debra Bukko Aug 2019

Developing Instructional Skills: Perspectives Of Feedback In Student Teaching, Noelle Won, Kimy Liu, Debra Bukko

Networks: An Online Journal for Teacher Research

Feedback is essential for the transformation and development of new teachers. This action research study explored perceptions of feedback givers/receivers in the development of essential teaching skills in a new co-teaching model. Outcomes informed programmatic changes to teacher education trainings and protocols. The research team included teacher education faculty, including the program leader (author 1), faculty (author 2) and K-12 teacher leader (author 3). Student teachers (6), cooperating teachers (7), and university supervisors (3) participated in semi-standard interviews and close-ended surveys. Responses were analyzed for feedback content, frequency, timing, effectiveness, reception and application. Three key components of the feedback process …

Go to article

Exploring Pedagogies To Elevate Inquiry: Teaching Action Research In The Third Space, Sara B. Woolf Jun 2019

Exploring Pedagogies To Elevate Inquiry: Teaching Action Research In The Third Space, Sara B. Woolf

Publications and Research

This study chronicles a semester long inquiry focused on the impacts of pedagogical strategies informed by the tenets of third space theory on my own practices and understanding of students’ learning outcomes in an action research course. As I applied new instructional strategies to promote discourse and critical inquiry, I reflexively explored how these approaches enhanced my impacts on students’ learning and praxis of action research. This paper first provides a brief introduction to third space theory and then describes how I infused this framework into my course approach, the different types of data collected and analyzed to gauge the …

Go to article

Impact Of A Coaching Cycle On Teacher Self-Efficacy, Amanda Becker May 2019

Impact Of A Coaching Cycle On Teacher Self-Efficacy, Amanda Becker

Master's Theses & Capstone Projects

The purpose of this action research project was to determine the correlation between teacher self-efficacy and engaging in a student-centered coaching cycle with an instructional coach. Data was collected through qualitative responses via an electronic self-efficacy survey from a sample group of four middle school teachers. Analysis of the data collected suggested that engaging with an instructional coach in a coaching cycle increases a teacher’s overall self-efficacy.

Go to article

Next Last