The classrooms teachers enter are not always the ones they trained for. Recently graduated teachers experience a shock when they arrive at their first class.

Researchers from Rowan University and the University of Kentucky are studying whether generative AI tools such as ChatGPT and Claude can assess teachers' "professional noticing" skills in math instruction.

A study in Educational Evaluation and Policy Analysis finds that an instructional coaching model adopted by several school districts has not improved teacher retention or student test scores. The study tracked the Instructor Coaching Program in a large urban district and found that scaling the program led to a decline in coaching quality as the…

Guided by the dual-shaping theory of institutions and culture, this comparative study examines the construction of professional identity among early childhood teachers in China and New Zealand, serving children aged 3–6 years in China and birth to school entry age in New Zealand, revealing how societal structures and cultural tradition’s mediate identity formation. (pdf)

Teachers’ interpretations play a central role in how pupils’ actions become defined as aggressive in everyday school life. This focused ethnography examines how behaviour perceived as aggressive emerges in Finnish primary schools, what interpretative frameworks teachers draw upon, and how these frameworks shape teachers’ interactional positioning. (pdf)

This article investigates how mentoring for newly qualified teachers (NQTs) is shaped as it travels from Norway’s national framework into municipal guidelines and into mentors’ everyday practice. (pdf)

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