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Topic Review
Teacher Agency
Teacher agency plays a critical role in sustaining early career teachers’ professional development. Teachers who are of proactive agency can stay true to themselves in seeking career development. Teachers who exercise proactive agency are more likely to regard themselves as a member of “a meaningful profession”, rather than doing “just a job” (p. 149). Teacher agency strengthens the teachers’ commitment to develop themselves as teachers. To provide implications for early career teachers’ professional development, it is essential to explore what shapes teachers’ enactment of agency, including resistance, ambivalence, and proactivity, and to examine the intricate relationship between teacher agency and identity commitment.
  • 617
  • 01 Sep 2021
Topic Review
Teacher Characteristics and Teaching Quality and Evaluation
There is a correlation between teacher characteristics and the quality of teaching. Teacher characteristics have a significant impact on the quality of teaching and learning, highlighting the importance of teacher and curriculum characteristics in improving the quality of education. Other factors such as classroom interactions, communication skills, ability to maintain good relationships, teaching methods and cognitive and affective factors can also play a role in the quality of teaching.
  • 313
  • 28 Sep 2023
Topic Review
Teacher Learning Communities
It is evident that as teachers identify and solve problems of practice together, TLCs (Teacher Learning Communities) build the capacity and collective will to enhance the learning and achievement of all students.
  • 441
  • 24 Aug 2022
Topic Review
Teacher Morale and Mental Health
Demoralization occurs when teachers believe they are “violating basic moral expectations that educators should embody: do not harm students, support student learning, engage in behavior becoming of a professional”. Teachers faced new demoralization issues throughout the COVID-19 pandemic that challenged their morale.
  • 300
  • 12 Jan 2024
Topic Review
Teacher Professional Development in STEM Education
The implementation of an integrated approach of STEM (Science, Technology, Engineering and Mathematics) education with real-life scenarios is crucial to motivate students to learn and to better prepare them for real-world problems, which is a big challenge for teachers. By an integrated approach of STEM education in class, it is considered tasks that preferably include content related to all four of the STEM subjects included in the acronym. In addition, at the elementary level (e.g., primary school), it is recommended that tasks are introduced to students guided by the teacher in order to be adequate to their age. In this regard, teachers need to create a guided discovery environment to promote students’ learning in STEM subjects. Therefore, teachers need to participate in effective in-service professional development programmes to gain knowledge and skills to be able to develop this approach.
  • 916
  • 01 Dec 2022
Topic Review
Teacher Resilience and Coping with Teacher Stress
The concept of human resilience points to the indicators of life adaptation, including the field of work. In the context of the teaching profession, it can be assumed that resilience as an individual’s characteristic can have a significant impact on a teacher’s career path and can contribute to the decision of whether to leave the teaching profession or to remain in the school system despite the presence of a whole range of stressors. Resilience is important also from the aspect of coping with demanding tasks and fulfilling the requirements asked of teachers in such complex organizations as schools undeniably are. Resilient teachers are able to take advantage of their individual characteristics, as well as of the occurring situations, in order to deal with challenges and to achieve professional/job satisfaction contributing to their well-being.
  • 284
  • 26 Sep 2023
Topic Review
Teacher-Pupil Ethnicity Match and Achievement
In many countries, ethnic minority teachers are strongly underrepresented. It is often assumed that if there were more minority teachers, minority pupils would achieve much better. This assumption has rarely been empirically tested. In search of proof, the present study reviews the literature. 24 relevant studies were found, all pertaining to the US. The findings show that there is little empirical evidence that a stronger degree of ethnic match, be it in the form of a one-to-one coupling of teachers to pupils with the same ethnic background, or a larger share of minority teachers at an ethnically mixed school, leads to predominantly positive results. Insofar positive effects were found, they apply to a greater extent to subjective teacher evaluations than to objective achievement outcome measures.
  • 1.6K
  • 03 Nov 2020
Topic Review
Teacher’s Role in Digitalization of Classrooms
The incorporation of digital didactic materials into the teaching and learning process of students, both in Early Childhood and Primary Education, inevitably entails changes. Some of them concern teacher training, others the interactions and roles of the members of the educational community, and others the innovation, a priori, of the educational process itself. It is necessary to know the teachers’ assessment of the usefulness of these resources and on identify the uses given to them in classroom practices.
  • 325
  • 27 Nov 2023
Topic Review
Teachers’ Attitude and Behavioral Intention toward Online Teaching
Online teaching, with its potential to provide accessible, flexible, timely, and lifelong learning opportunities, is considered an essential approach for achieving sustainable learning and education. Because university faculties’ attitude toward online teaching and behavioral intention for online teaching directly affects the motivation, effort, and success of online teaching, this is crucial for the sustainable development of online education; even in the post-pandemic era, where online learning is no longer a requirement, college teachers with a positive attitude and behavioral intention will continue to attempt online teaching activities during the teaching process, thus transforming online learning or blended learning into the new norm in higher education. Therefore, online teaching attitude and behavioral intention research merits the special attention.
  • 312
  • 19 Mar 2024
Topic Review
Teachers’ Knowledge Regarding Autism
The increasing number of students with autism spectrum disorder (ASD) in mainstream education environments require teachers to know how to identify their needs, being capable to adapt their education processes and make their inclusion easier. Therefore, it is necessary that the initial and continuous training of teachers include content and skills related to the education of children with ASD. Research results carried out on this topic suggest that teachers’ knowledge of ASD is poor. It depends on the education stage (being higher in early childhood teachers and in University professors), prior training and possible prior contact with students with ASD.
  • 1.8K
  • 24 May 2021
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