Teacher Attitudes/Beliefs

The use of video is commonplace for professional preparation in education and other fields. Research has provided evidence that the use of video in these contexts can lead to increased noticing and reflection. However, educators now have access to evolving forms of video such as 360 video. The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program.

From 2012–2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, we explored how teachers prepared for and adapted to this reform over a three-year period. Data included four waves of individual interviews with 22 AP Biology and Chemistry teachers across the United States. Data were qualitatively analyzed using emic and etic coding.

Professional learning experiences (PLEs) provide teachers with opportunities to improve their understanding of mathematics content and teaching practices. However, PLEs are often conducted in person and in small groups—hence costly and localized. The purpose of the current study was to explore different ways for teachers to engage in PLEs and how these approaches might enable the field to scale up these efforts in a sustainable manner.

In this article, we turn our attention to context-based approaches to science instruction. We studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized instruction in multilingual science classrooms. Contextualizing science activity is one of the key dimensions of the SSTELLA instructional framework.

The potential benefits of teacher leadership are widely acknowledged; however, the conceptualization of this construct is in need of theoretical development and analytic clarification. The purpose of this mixed methodology study was to operationalize distinct types of teacher leadership into an organized typology, based on case studies of teacher leaders in a science education project. In addition, through confirmatory factor analysis, evidence for factors representing the distinct types of teacher leadership identified in the typology was found in a general teacher leadership survey.

Teacher learning communities have been promoted as a promising approach to promote systemwide improvement of teaching and student learning. However, our knowledge about what design features of collaborative learning processes in teacher groups support teacher learning is still limited.

This study investigated relationships between changes in certain types of coaching knowledge and practices among mathematics classroom coaches and how these explain changes in the attitudes, knowledge, and practice of the teachers they coach. Participants in this study were 51 school-based mathematics classroom coaches in the USA and 180 of the teachers whom they coached between 2009 and 2014. The participating coaches were recruited from schools that hired their own coaches independently from this research project.

Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student thinking as a resource is understanding their related orientations.

Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student thinking as a resource is understanding their related orientations.

Using student mathematical thinking during instruction is valued by the mathematics education community, yet practices surrounding such use remain difficult for teachers to enact well, particularly in the moment during whole-class instruction. Teachers’ orientations—their beliefs, values, and preferences—influence their actions, so one important aspect of understanding teachers’ use of student thinking as a resource is understanding their related orientations.