Teacher Education and Professional Development Commons^™

What Mentorship? Pre-Service And In-Service Teachers’ Experiences Of A Teaching Practice Mentorship Programme, Puleng Constance Letloenyane, Matseliso Mokhele-Makgalwa, David Maleho Letloenyane

Australian Journal of Teacher Education

Mentoring during teaching practice plays a crucial role in teacher training as it exposes pre-service teachers to an authentic teaching and learning environment, under the guidance of qualified in-service teachers. Although mentoring has the potential to enhance the preparation of pre-service teachers and to improve the development of in-service teachers, the experiences are not always positive. The present study seeks to explore pre-service teachers’ and in-service teachers’ experiences of one university’s teaching practice mentorship programme. This single case study employed semi-structured interviews to collect data from one in-service and pre-service teacher in one suburban school. The collected data indicate that …

Unveiling Raciolinguistic Ideologies: Pre-Service Teachers’ Insights On Refugee Integration In Schools, Tuba Yilmaz, Rosanna Ellis

Australian Journal of Teacher Education

This study investigates pre-service teachers' ideologies about refugee students' belonging and integration in Türkiye and examines how these ideologies shape their anticipated pedagogical practices. Using the framework of raciolinguistic ideologies, the study highlights how linguistic and cultural hierarchies influence educational practices, often perpetuating systemic exclusion. Data were collected through in-depth interviews with 13 pre-service teachers from various educational programs, utilizing a qualitative, phenomenological design. The findings reveal a predominant reliance on deficit-based perspectives, with refugee students framed as linguistically deficient and culturally "othered." While participants expressed professional commitments to inclusivity, their approaches often emphasized assimilation into Turkish norms, reflecting cultural …

Australian Education Research Organisation And Teacher Education, Bruce Haynes

Australian Journal of Teacher Education

The Australian Education Research Organisation was created to initiate, collate and disseminate reliable evidence-based research to the Australian school system. It uses the latest cognitive psychology to advocate the use of explicit instruction and phonics to lift outcomes of Australian schooling. These practices are reflected in the new ‘core content’ for Initial Teacher Education programs that were identified by the Teacher Education Expert Panel to be mandated in national accreditation processes for tertiary providers delivering initial teacher education. Mandating these practices is problematic and marks a further shift towards authoritarian processes in Australia.

Enhancing Pre-Service Teachers’ Preparedness For Professional Experience Placement And Employment: Authentic School-University Partnership Opportunities, Stacey E. Jones, Deb Clarke

Australian Journal of Teacher Education

The transition from university learning to classroom application presents a challenge in initial teacher education. This transition results in ‘praxis shock’; a term coined to describe the confronting exposure to the gritty realities of the classroom. This case study investigated a school-university partnership that drew on authentic learning activities using a team-teaching model to address the praxis shock challenge. Data were gathered over five years from pre-service teacher subject experience surveys, journal reflections, and semi-structured interviews. The findings revealed that this authentic approach significantly enhanced pre-service teachers’ understanding of the Australian Professional Standards for teachers, their classroom readiness, confidence, and …

“My School Makes Even The Smallest Students …. Feel Included And Happy To Be There” Student Perspectives On Inclusion., Charles Ag Kemp, Umesh Sharma, Louise Mclean

Australian Journal of Teacher Education

The objective of this study was to examine student perspectives on what inclusion means to them and what students believe to be critical school based inclusive practices. The study utilised a mixed method approach to collect data from a sample of 40 Year 9 and Year 10 students from a small school in rural Victoria.  Qualitative data were analysed using a three-stage process of thematic analysis.  Students emphasised that inclusion could be enhanced when relationships are prioritised, school environments are more participatory, when teachers know what students need to be successful, and, when teachers actively monitor and encourage the engagement …

Using Children's Picture Books To Teach Mathematical And Numeracy Concepts: An Exploration Of The Aesthetic Value Of Mathematics For Preservice Teachers’ Dispositions, Mellie Green, Lorraine Gaunt, Georgina M. Barton

Australian Journal of Teacher Education

Evidence suggests that preservice teachers tend to have negative dispositions towards the teaching of mathematics and/or numeracy. In response, this paper describes the work of three experienced teacher educators using high-quality children’s picture books to teach mathematical and/or numeracy concepts as well as foregrounding the aesthetic value of mathematics. The purpose of this type of reading is to support and improve preservice teacher dispositions towards mathematics and/or numeracy with children’s picture books. Using metalogue as methodology, the researchers discussed mathematical and/or numeracy concepts and explored the aesthetic value of mathematics within selected picture books. They used the Australian Curriculum’s General …

Physical Education And Sport-Focused Degree Programs: An Exploration Of Symbolic Boundaries And Policy Negotiations, Ellen Jones, David Aldous, Andrew P. Lane, Dawn Penney

Research outputs 2022 to 2026

This article explores the negotiation of contemporary policy agendas in physical education and sport-focused degree programs. Centring on one Higher Education Institution in Wales, the article pursues three foci in negotiations that are integral to the everyday work, relations and identities of academic staff: the commodification of university sport; quality learning and teaching; and changing relations with industry. Conceptually, the article draws upon Bernstein’s concept of symbolic boundaries to critically explore the translation and enactment of different policy agendas, and pursue constraints and possibilities arising for subject, professional and learner identities. Data from focus groups and interviews with 16 participants …

If, And How, To Group By ‘Ability’– Considerations About Class Group Formation, Olivia Johnston, Suzanne Macqueen, Wei Zhang, Nerida Spina, Rebecca Spooner-Lane

Research outputs 2022 to 2026

Many schools choose to organise students into classes according to their perceived “ability”, despite evidence that the practice is not beneficial for students, overall. Class grouping by “ability” can exacerbate existing social inequalities by segregating students according to pre-existing educational advantage, which has unjustifiable consequences from a social justice perspective. There is little understanding of how decisions about class groupings are made, but such understanding is a crucial basis for exploring the persistent prevalence of this inequitable and exclusionary practice in Australian schools. This study characterises within-school processes used to decide how to group students into classes. Surveys were completed …

Belongingness, Trust And Connection: Arts Teachers In Western Australian Schools Create Safe Learning Spaces, Christina Gray, Lisa Paris, Geoffrey Lowe, Angela Perry, Lara Warwick

Research outputs 2022 to 2026

Central to this phenomenological inquiry is the question of how students’ fundamental needs of belonging, trust and connection are enacted in arts classrooms. Through qualitative semi-structured interviews, this research explores the teaching practices of 23 expert arts teachers in Western Australian schools, revealing strategies to sustain supportive and safe learning environments. The findings highlight the disconnection students face in their schools and the significance of trust in embracing diversity, cultivating quality relationships, and empowering student voice. Understanding these evolving practices can enable less experienced teachers to adapt arts-based approaches to foster inclusive spaces that prioritise student well-being and connection.

The Beautiful Struggle: A Counter-Narrative Study Of African American Male School Leaders, Jamie Crosen Mr

Dissertations of Practice

This qualitative dissertation explores the lived experiences of African American male high school principals in urban and suburban schools across the Chicagoland area. Using critical race theory (CRT) and counter-narrative methodology, the study centers the voices of ten African American male principals to examine how race, systemic inequities, and social justice shape their leadership practices, professional identities, and navigation of racially charged educational environments. These leaders consistently confront institutionalized biases and racialized expectations that limit their professional advancement while reinforcing deficit narratives about African American leadership. Through semi-structured interviews and thematic analysis, three primary research questions guided this study: (1) …

Nourishing Flourishing: Elevating Elementary Educator Jouissance, Julie T. Siemianowski

Dissertations of Practice

This study was conducted, predicated on the following theories: Nel Noddings’s ethics of care, Albert Bandura’s self-efficacy theory (social cognitive theory), and positive psychology’s Martin Seligman’s PERMA (well-being). For the purposes of this study, Seligman’s PERMA (positive emotions, engagement, relationships, meaning, accomplishment) theory encompasses both Kerry Howells’ gratitude and David Chan’s gratitude and subjective well-being. Qualitative methodology, specifically, the combination of narrative inquiry and case study guided and informed my data collection. Through semi-structured interviews and story-telling, teachers and literacy leaders shared their stories of external distressers and internal factors contributing to their professional jouissance or lack thereof.

Key words: …

Secondary Teachers' Perceptions Of Social Emotional Learning: A Mixed Methods Study, Ryan Taylor

West Chester University Doctoral Projects

The mental health needs of adolescents continue to rise, and there is consensus within the literature that universal promotion of Social Emotional Learning (SEL) in schools is one way to improve student well-being (Vetter et al., 2024). Teachers play an important role in the success of new Social Emotional Learning (SEL) initiatives, yet their voices appear to be missing from the literature. The purpose of this mixed methods study was to dig deeper into the landscape of SEL in secondary classrooms in Pennsylvania. Participants included 63 secondary teachers who completed a survey, with nine of those teachers participating in one-on-one …

Bridging Language Barriers: How Secondary Teachers Support English Language Learners In The Classroom, Mason Daniel Smith

West Chester University Doctoral Projects

English Language Learners (ELLs) represent a growing student population in U.S. secondary schools, yet many educators feel underprepared to support their unique needs effectively. This mixed-methods study examines how Pennsylvania high school teachers approach the teaching of ELLs, focusing on their self-efficacy, instructional decision-making, and strategies for fostering an inclusive classroom community. Using an exploratory sequential mixed methods design, data was collected through surveys from a limited group of 40 high school educators followed by in-depth interviews with three participants. Findings revealed that while teachers express a strong desire to support ELLs, they often experience uncertainty and frustration due to …

Iep Related Topic Research Presentation And Podcast, Christopher D. Yawn

Open Educational Resources

As a special educator, it is important to know about the various components of the individualized education program (IEP) and related programming actions. As such, candidates are being asked to thoroughly research an IEP-related topic and share their findings with their peers.

Eng 110: Narrative Essay, Justine Matias

Open Educational Resources

This assignment asks students to compose a reflective narrative essay examining a significant moment in their language and literacy development. Drawing from literacy studies and linguistic justice frameworks, the assignment positions students' diverse language experiences—including multilingualism, code-switching, and various communication modes—as valuable resources for meaning-making rather than deficits requiring correction. Students select a meaningful personal moment related to language or literacy, develop it through rich sensory detail and narrative techniques, and analyze its broader social significance by connecting individual experience to larger cultural, educational, or societal patterns. The assignment incorporates Universal Design for Learning principles through multiple pathways for success: …

Social Annotation: Building Engagement And Community While Improving Academic Skills, Kelly Hammond, Cuny School Of Professional Studies

Open Educational Resources

No abstract provided.

Transitive Pedagogy In Creative Teaching: The Lived Experiences Of K–6 Teachers Who Intentionally Adapt For Creativity, Rebekah Marie Andersen

Department of Teaching, Learning, and Teacher Education: Theses and Other Student Research

Creative pedagogy in the K–6 classroom is being increasingly recognized as an essential tool for increasing student engagement, practicing critical thinking, and fostering higher-order learning. However, research gaps in creative pedagogy are contextualized accounts of teacher thinking, planning, and enactment of strategies for student creativity. This study explored the lived experiences of teachers as they constructed and enacted creative lesson adaptations and how they identified and supported creative behaviors in students. An interpretative phenomenological analysis was employed, involving semi-structured think-aloud and stimulated recall interviews with five K–6 teachers who consistently adapt instruction to promote student creativity. Findings revealed that; (a) …

Strengthening Student Talk And Academic Discourse, Ashley Bushell, Amber White, Jamie Richardson

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

This Professional Learning Module (PLM) on Strengthening Student Talk and Academic Discourse is designed to support K-12 grade educators in integrating student talk and academic discourse into their classrooms to improve student engagement. Grounded in research, this PLM provides participants with practical strategies and resources to use in their classroom through the integration of student communication. Regardless of your role in the school, this module will help you foster academic conversations in your classroom that can lead to your students gaining confidence and a deeper understanding of the content. By the end of this module, you will have taught a …

Behavior Management Strategies For Beginning Teachers, Tonisha Chislom, Cambridge Gamble, Margaret Mcgee

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

Behavior Basics: Empowering New Educators is a professional learning module (PLM) intended to shape behavior and ignite success. This learning module is geared towards beginning teachers looking to strengthen their classroom management by reflecting on research based strategies highlighted in this module.

View professional learning module.

Integrating Ai In Instruction, Janet Evans, Melissa Mcclary, Jennie Handy

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

Integrating AI in Instruction is a Professional Learning Module (PLM) created to help educators feel more confident and informed about using artificial intelligence (AI) in the classroom. Many teachers feel unsure or even a little afraid of AI simply because it is unfamiliar. This module is designed to break down those fears by introducing practical tools, real classroom applications, and simple strategies that align with high-impact teaching practices. You will explore how to use AI in ways that are ethical and equitable, with a focus on student data privacy and digital citizenship. You will also reflect on how AI can …

Chaos To Confidence: Claiming Your Classroom, Lashae Tietsort, Dasha Glover, Keyana Jackson, Shanel Beason

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

Nearly half of educators reported that students' behaviors were “a lot worse” than in 2019 before the pandemic (Peetz, 2025). Since COVID, teachers report that students are more prone to misbehavior and defiance, less socially skilled and emotionally mature, less motivated, focused, and present in class, and academically behind, struggling with attendance (Macias, 2024).

The goal of this professional learning module is to equip educators with research-based strategies for establishing a clear classroom vision, implementing effective procedures and expectations, and fostering strong relationships with students and their families. These strategies aim to enhance student engagement and create a supportive learning …

Rooted In Connection: Using Ai To Strengthen Communication, Matthew Feuer, Betsy Hanks, Bradi Jordan, Brice Melton

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

Communication in the digital age of Artificial Intelligence (AI) may feel like a journey into a crowded forest for many educators. This professional learning module (PLM) aims to support teachers in their use of AI to communicate with families to provide a more rooted feel. The module is framed around the responsible use of AI and rooted in research on the importance of establishing effective communication and building relationships with students and their families. Teachers at any experience level will benefit from the use of this PLM. From beginning teachers hoping to reduce the overload of their new career, to …

Leadership And Management In Action Program (L-Map) Supplement: Case Studies For Humanities And Social Sciences, Giovanna Bonadonna Ph.D., Kevin Kadowaki Ph.D., A. Patricia Mendoza Ph.D., Matthew Thompson Ph.D., Shirl Yang Ph.D.

Office of Postdoctoral Affairs

The Leadership and Management in Action Program (L-MAP) Workbook and Facilitator Guide are authored by Erin Heckler, Ph.D., Jessica A. Hutchins, Ph.D., Molly Grisham, M.A., and Elizabeth Luckman, Ph.D., M.B.A. The L-MAP Project was supported by a Burroughs Wellcome Fund (BWF) Career Guidance for Trainees grant to Washington University in St. Louis, 2019-2021 (co-principal investigators: Erin Heckler, Ph.D., and Jessica Hutchins, Ph.D.).

This Supplement does not (nor does it intend to) replace the L-MAP curriculum. The case studies in this document are designed to accompany the theory in the L-MAP curriculum applying it to discipline-specific situations in the humanities and …

Lived Experiences Of Marginalized Pre-Service Teachers' Technology Ownership And Acquisition Of Digital Skills, Jerolyn Brown, Tian Luo

STEMPS Faculty Publications

Aim/Purpose

Despite increasing access to technology, persistent disparities in digital competence and self-efficacy remain among marginalized pre-service teachers, often exacerbated by systemic inequities and the digital divide. This research explores the gap in knowledge of the lived experiences of marginalized pre-service teachers’ (PST) prior access to technology and their current perceptions about educational technology integration.

Background

Grounded in Sociocultural Theory and the Theory of Planned Behavior, this study seeks to answer how marginalized pre-service teachers perceive prior and current technology ownership and related skill acquisition, what beliefs and intentions they have for future classroom technology integration, and what systemic disparities …

Stories Of Seventh-Day Adventist Teachers Of Color And Their Voluntary Job Mobility During Their Early Years Of Teaching, Dollene Trott-Smith

Dissertations

Problem

Teachers of Color in the Seventh-day Adventist school system experience voluntary job mobility and attrition, contributing to increasing teacher turnover rates in the U.S. Since the 1954 federal mandate to desegregate U.S. public schools, this phenomenon has become more pressing. Despite racial and ethnic diversification in school staffing, the White teacher population remains around 80%, with Teachers of Color making up only 20%. While extensive research exists on public school teacher turnover, limited studies focus on private school educators, including those in the Seventh-day Adventist school system.

Method

This transcendental phenomenological qualitative study explored the voluntary job mobility of …

Parallel Inquiries: Investigation Of Social Resource Use In Early Career Stem Teachers And Impacts Of Metal Pollution On Fingernail Clam Microbiome, Emily Hamada

EWU Masters Thesis Collection

No abstract provided.

Technology-Enhanced Professional Development For Early Literacy: A Comparative Study Of Online Teacher Learning Models In Kenya, Constanza Uribe-Banda

Theses and Dissertations (Comprehensive)

Growing recognition of early literacy as essential for lifelong learning, along with evidence that teachers’ mastery of foundational literacy instruction influences student outcomes (Darling-Hammond et al., 2017; UNESCO, 2020), has led to increased investment in teacher professional development. Despite these efforts, many educators face significant challenges in accessing high-quality training, particularly in resource-constrained settings where geographical barriers and limited institutional support persist. This is especially true in rural Kenyan communities, where teachers often work in under-resourced schools with unreliable electricity and internet connectivity yet bear responsibility for laying critical literacy foundations. The present study examines the potential to deliver effective …

Empowering Faculty With Open Education: A Three Week Training In Oer, Ztc And Open Pedagogy At Bronx Community College, Michael Kahn

Publications and Research

This poster defines Open Educational Resources, Zero Textbook Cost courses and Open Pedagogy and the course structure of the 2025 OER/ZTC faculty training delivered at Bronx Community College.

Modern Classical Christian Education?, Donna Lybarger

Master of Arts in Classical Studies

This thesis asks if the ancient tradition of classical education is an education method for the modern world. More specifically, this thesis questions, how might classical education methods be implemented for the acquisition of wisdom in the modern world? The literature review gives a brief history of classical education from the Greeks, and a history of why classical education is again a topic of conversation in the modern world. The three stages of classical education, the trivium, is explained. Classical Christian education is defined noting the method remains the same, but the difference is the nuances of the virtues of …

Using Brief Acceptance And Commitment Training To Increase Psychological Flexibility And Reduce Stress In School-Based Professionals, Rayna Yaeger

All Graduate Theses, Dissertations, and Other Capstone Projects

The significant behavioral and mental health concerns of students and staff in public schools within the United States has led to an increased risk of stress and burnout in teachers, which may lead to subsequent physical and mental health related concerns for staff and negative educational outcomes for students. Due to these school-based concerns, action should be taken to meet the needs of staff and students. This study aimed to better understand the effect of brief, group-based ACTraining on teachers’ psychological flexibility, general stress, job-related burnout, and social validity by replicating and extending the findings of Gillard et al. (2021) …