Journal Contents: International Journal of Teacher Education and Professional Development (IJTEPD)

Volume 7 (2024)
Issue 1
Article 16
Chinese Pre-University Teachers' Foreign Language Anxiety, Teaching Anxiety, and Teacher Self-Efficacy (pages 1-19)
Tianhao Li (Tsinghua University, China), Meihua Liu (Tsinghua University, China), Kaixuan Gong (Tsinghua University, China)
Article 43
Analysis of Competencies Required for Teachers According to the Kingdom's Vision 2030 (pages 1-17)
Abdullah Alenezi (Northern Border University, Saudi Arabia)
Article 44
A Web-Based Assessment and Evaluation System for Architectural Design Studio Modules (pages 1-23)
Ahmed Azmy (King Saud University, Saudi Arabia), Aasem Alabdullatief (King Saud University, Saudi Arabia), Abdulrahman Altassan (King Saud University, Saudi Arabia), Hala Mokhtar (King Saud University, Saudi Arabia)
Article 65
Middle School Mathematics Achievement: Effects of Math Teacher Professional Development (pages 1-37)
Gisele Ragusa (University of Southern California, USA), Shaobo Huang (University of Saskatchewan, Canada), Svetlana Levonisova (Chapman University, USA)
Article 67
The Outcomes of Collaborative Whole-School Professional Development on Teachers' Inclusive Practices in a Mainstream Secondary School (pages 1-19)
Margaret Flood (Maynooth University, Ireland), Anna Logan (Dublin City University, Ireland)
Article 79
The Impact of Corporate Culture on Education and Training Environment Success: Application to the Case of Saudi Universities (pages 1-32)
Fakhri Issaoui (King Khalid University, Saudi Arabia), Abdulrahim Zaher Mashari (King Khalid University, Saudi Arabia), Akram Jamee (Essect, Tunisia)
Volume 6 (2023)
Issue 1
Article 6
Article 16
Exploring Candidates' Initial Images of Similar Figures (pages 1-15)
C.E. Davis (North Carolina Central University, USA)
Article 17
Designing Learning Environments That Support Diverse Students' Needs in a Teacher Education Program (pages 1-24)
Beverly Sande (Prairie View A&M University, USA), Camille S. Burnett (Prairie View A&M University, USA)
Article 18
Article 20
A Narrative Biographical Study of Faculty Collaboration in E-Portfolio Development (pages 1-11)
JungKang Miller (Mercy College, USA), Mi-Hyun Chung (Mercy College, USA)
Article 22
Teacher Attitudes and Perceived Preparedness Towards Inclusive Education in Kenya: We Are Somewhat Okay and Kind of Prepared (pages 1-20)
Wilfridah Mucherah (Ball State University, USA), Holmes Finch (Ball State University, USA), Kennedy Bota (Masinde Muliro University of Science and Technology, Kenya), Rachel N. Thomas (Hanover College, USA)
Article 61
Perceived Effectiveness of Teacher Education Programs on the Professional Competencies of Beginning Teachers (pages 1-14)
Jungmei Su (Higher Education Sprout Project Office, National Taiwan Normal University, Taiwan)
Article 66
Reimagining the Mathematics Curriculum Through a Cross-Curricular and Maker Education Lens (pages 1-22)
Immaculate Kizito Namukasa (Western University, Canada), Marja Gabrielle Bertrand (Western University, Canada), Derek Tangredi (Western University, Canada), Jade Roy (Western University, Canada), Hiba Barek (Western University, Canada), Rachelle Campigotto (York University, Canada), Kinful Lartebea Aryee (Western University, Canada)
Article 99
Teachers' Attitudes Towards the Effectiveness of Collaborative Reflection Support Method: The Impact of Achievement Goal and Community Identification (pages 1-18)
Ying Yan (Xian-Jiaotong Liverpool University, China), Rong Yan (Xian-Jiaotong Liverpool University, China), Samad Zare (Xian-Jiaotong Liverpool University, China), Yixuan Li (Xian-Jiaotong Liverpool University, China)
Volume 5 (2022)
Issue 1
Article 1
Exploring the Continuing Professional Development (CPD) Needs of Basic Schoolteachers in Ghana (pages 1-15)
Ellen Abakah (University of Ghana, Legon, Ghana)
Article 2
A Case Study of the Effectiveness of Online Graduate Teacher Education in TESOL (pages 1-18)
Peter Adamy (University of Rhode Island, USA), Amy Correia (University of Rhode Island, USA), David Byrd (University of Rhode Island, USA)
Article 3
Exploring K-3 Educator Perspectives on STEM Learning: Lessons Learned From a Professional Development Training (pages 1-15)
Esther Ntuli (Idaho State University, USA), Berverly B. Ray (Idaho State University, USA), Beverly B. Ray (Idaho State University, USA)
Article 4
Investigating K-12 Pre-Service Teacher TPACK in Instructional Technology Learning (pages 1-16)
Fitsum F. Abebe (Indoor Climate Research and Training (ICRT), Applied Research Institute, University of Illinois, Urbana-Champaign, USA), Martonia Gaskill (University of Nebraska, Kearney, USA), Tommy Hansen (University of Nebraska, Kearney, USA), Xianquan Liu (Omaha Public Schools, USA)
Article 5
English-Majoring Student Teacher Response to Employability in Light of a Transition to Online Learning (pages 1-16)
Ngoc Tung Vu (VNU University of Languages and International Studies, Hanoi, Vietnam), Thao Thi Thu Nguyen (VNU University of Languages and International Studies, Hanoi, Vietnam), Hoa Hoang (VNU University of Languages and International Studies, Hanoi, Vietnam)
Article 6
Reflective Teachers: A Probe Into 21st Century Skills Among Indian Trainee Teachers (pages 1-20)
Arnab Kundu (Bankura University, India), Tripti Bej (Srima Balika Vidyalaya, India)
Article 13
Response to Intervention: An Interpretive Study of Educators' Perspectives (pages 1-21)
Beverly Sande (Prairie View A&M University, USA)
Article 38
Developing Teacher Identity in the Liminal Space of Simulations (pages 1-21)
Emily Kilbourn (Western Connecticut State University, USA), Jody S. Piro (Western Connecticut State University, USA)
Article 39
Living Educational Theory as a Model of Continuing Professional Development (pages 1-14)
John D. Branch (University of Michigan, USA)
Article 39
Article 40
Teachers' and Principals' Views Regarding School-Based Professional Learning Communities (pages 1-15)
Irit Levy-Feldman (Kibbutzim College of Education, Israel), Michal Levi-Keren (Kibbutzim College of Education, Israel)
Article 40
An Investigation of RtI/MTSS Knowledge, Skill, and Confidence Within Teacher Education: A Study of Faculty and Students (pages 1-19)
Nicole R. Skaar (University of Northern Iowa, USA), Stephanie L. Schmitz (University of Northern Iowa, USA), Nichole Beckman (University of Northern Iowa, USA)
Article 41
Attracting Teachers to Rural and Remote Schools: A Review of Teacher Recruitment Policies in Laos and Malawi (pages 1-14)
Beaton Galafa (Zhejiang Normal University, China), Daosavanh Ngoimanee (Arts Education College, Laos)
Article 42
Classroom Management in Urban Schools: The Need for Meaningful Field Experiences and Mentoring (pages 1-17)
William Kerns (University of Arkansas at Little Rock, USA), Betty Porter Walls (Independent Researcher, USA)
Article 43
Creating Relevant Extended Reality Field Clinical Experiences for Teacher Candidates in the COVID Era: Best Practices for Educator Preparation Programs Working With English Language Learners (pages 1-28)
Rebecca J. Blankenship (Florida A&M University, USA), Temecia Shelton (Florida Agricultural and Mechanical University, USA), Shannon A. Davis (Florida Agricultural and Mechanical University, USA)
Article 44
Digital Literacy Skills Among Black Pre-Service Florida Teachers (pages 1-16)
Cheron H. Davis (Florida A&M University, USA), Patrice Glenn Jones (Alabama State University, USA)
Article 45
Learning to Teach: Vietnamese Preservice Teacher Development Through Microteaching (pages 1-15)
Anh Ngoc Quynh Phan (University of Auckland, New Zealand)
Article 46
Social Climate and Teacher Professional Development in Tanzania: The Participant Perspective (pages 1-13)
Godlove Lawrent (The University of Dodoma, Tanzania)
Article 47
Need for Teachers' Professional Development in a Low-Resource Context During and After COVID-19: A Bangladesh Perspective (pages 1-14)
Md Shajedur Rahman (The Open University, UK), Mohammad Abu Bakar Siddik (National Academy for Primary Education, Bangladesh)
Article 48
What Are the Key Principles of Lesson Study?: A Systematic Review of the Evidence (pages 1-14)
Stuart Burrows (University of Bath, UK)
Article 59
It Is the Life in Your Years: Familial Factors Relating to Kindergarten Teachers' Mental Health (pages 1-21)
Antonia E. E. Baumeister (Technische Universitaet Chemnitz, Germany), Heiner Rindermann (Technische Universitaet Chemnitz, Germany)
Article 71
Kindergarten Teacher Responses to a Contextualized Professional Development Workshop on STEAM Teaching (pages 1-15)
Amanda Bennett (Clemson University, USA), Faiza Jamil (Clemson University, USA)
Article 72
Instructor Perceptions of the Use of Computers in English Language Teaching in Higher Education (pages 1-21)
Ahmet Okkan (Istanbul Medeniyet University, Turkey), Selami Aydin (Istanbul Medeniyet University, Turkey)
Issue 2
Volume 4 (2021)
Issue 1
Article 1
The Pedagogical Beliefs of Pre-Service and In-Service Teachers: Professional Role and Teaching Personality (pages 1-16)
Jeff McLaughlin (West Chester University of Pennsylvania, West Chester, USA)
Article 2
Utilizing Collaborative Teacher Inquiry to Enhance Daily Teaching Practices in K-12 Classrooms (pages 17-29)
Kristin A. Kurtzworth-Keen (Canisius College, USA), Kelly A. Harper (Canisius College, USA)
Article 3
The Cycle of Enactment and Investigation: An Approach for Novice Teacher Educator Professional Development (pages 30-48)
Limin Jao (McGill University, Canada), Gurpreet Sahmbi (Ontario Institute for Studies in Education, University of Toronto, Canada), Maria-Josée Bran Lopez (McGill University, Canada)
Article 4
A Sound Framework for ICT Integration in Indian Teacher Education (pages 49-67)
Arnab Kundu (Bankura University, India)
Article 5
Advancing Equity-Based Mathematics Teaching in the Primary Grades: The Case of Two Clinical Practice Experiences (pages 68-88)
Drew Polly (University of North Carolina at Charlotte, USA)
Article 6
Difficulties in Collecting Data From Children Aged 7–12 (pages 89-101)
Selami Aydin (Istanbul Medeniyet University, Turkey), Leyla Harputlu (Dokuz Eylul University, Turkey), Özgehan Uştuk (Balikesir University, Balıkesir, Turkey), Şeyda Savran Çelik (Çanakkale 18 Mart University, Turkey), Serhat Güzel (Balikesir University, Turkey)
Article 7
First-Year Teachers' Preparedness in Using Student Assessment Data (pages 102-114)
Vanessa Garry (University of Missouri-St Louis, USA), Patricia G. Boyer (University of Missouri-St Louis, USA)
Issue 2
Article 1
Mathematics Teachers' Perceptions of Effective Instructional Practices and Engaging the iGeneration (pages 1-18)
Elizabeth Yvonne McInnis (Jackson State University, USA), Linda F. Cornelious (Mississippi State University, USA), Jessica L. Murphy (Jackson State University, USA), Debra Prince (Mississippi State University, USA), Wei-Chieh Wayne Yu (Mississippi State University, USA)
Article 2
Preparing New Zealand's Teachers to Use Culturally Responsive Relationship-Based Pedagogies (pages 19-33)
Mary Beth Ressler (North Central College, USA), James D. Ressler (Northern Illinois University, USA), Barrie Gordon (Victoria University, Wellington, New Zealand)
Article 3
Rethinking Teacher Education via Collaborative Learning: Experiencing the Flipped Classroom Approach (pages 34-49)
Marianthi Karatsiori (University of Macedonia, Greece), Trisevgeni Liontou (English Language and Literature, National and Kapodistrian University of Athens, Greece), Makrina Zafiri (Aristotle University of Thessaloniki, Greece)
Article 4
Student Teachers' Uncertainty Competence and Its Measurement (pages 50-65)
Philipp Martzog (Nuernberg Institute of Psychiatry and Psychotherapy, Germany), Svenja Hoyer (Hess Rehabilitation Centre, Germany), Simon Kuttner (David Yellin Academic College of Education, Israel)
Article 5
The Effect of the Reflective Learning Model on Student Creative Thinking Skills at Al Majmaah University (pages 66-81)
Mona Hamid Abu Warda (Al Majmaa University, Saudi Arabia)
Article 6
The Impact of Perceived Relevance and Technology Anxiety on Readiness to Use Digital Storytelling (pages 82-96)
Lukuman Kolapo Bello (National Open University of Nigeria, Nigeria), Amos Olugbenga Ojebisi (Federal College of Education (Sp.), Oyo, Nigeria), Adetayo Adekunle Adebanjo (National Open University of Nigeria, Nigeria)
Volume 3 (2020)
Issue 1
Article 1
Capstone Course: A Qualitative View Into Instructor's Role and Teaching Practices (pages 1-14)
Roofia Galeshi (Radford University, Radford, USA), Jung-ah Choi (Saint Peter's University, Jersey City, USA)
Article 2
Article 3
Pre-Service Teachers' and Instructors' Reflections on Virtually Afforded Feedback During a Distant Teaching Practicum Experience (pages 42-59)
Stella Hadjistassou (University of Cyprus, Nicosia, Cyprus), Maria Iosifina Avgousti (University of Cyprus, Nicosia, Cyprus), Christopher Allen (Linnaeus University, Växjö, Sweden)
Article 4
Levels of Aspiration to Use Digital Tools and Performance in an Educational Technology Course (pages 60-72)
Lukuman Kolapo Bello (University of Ibadan, Ibadan, Nigeria), Lateefat Folake Hamzat (Federal College of Education, Abeokuta, Nigeria)
Article 5
“You Want Me to Lead?”: A Case Study of Pre-Service Teachers in an International Applied Learning Context in Belize (pages 73-87)
Meredith Jones (University of North Carolina at Wilmington, Wilmington, USA), Susan Catapano (University of Nebraska Kearney, Kearney, USA)
Article 6
Close the Achievement Gap With Professional Development (pages 88-101)
Ying Wang (Mississippi Valley State University, Itta Bena, USA), Duane Shuttlesworth (Delta State University, Cleveland, USA)
Article 7
Improving Indian Teachers' Readiness to Adopt New Methodologies: Role of Learner-Centered In-Service Training (pages 102-120)
Nandini Narayanan (Tata Institute of Social Sciences, Mumbai, India)
Article 8
Inclusive Approach to Education for Children With Disabilities: Evidence From BRAC's Practices in Bangladesh (pages 121-139)
Shekh Farid (Bangladesh Bureau of Statistics (BBS), Dhaka, Bangladesh), Mamata Mostari (Islamic University, Kushtia, Bangladesh)
Issue 2
Article 1
Increasing Knowledge of Autism Spectrum Disorders Among Urban Special Educators in Tanzania: Results From Three Teacher Training Workshops (pages 1-18)
Nilofer C. Naqvi (Iona College, USA), Sarah J. E. Wong-Goodrich (Iona College, USA), Amanda Martinage (OMPACO, USA), Sarah L. Gordon (Iona College, USA), Jacqueline A. DeCuffa (Iona College, USA), Martha Collins (OMPACO, USA)
Article 3
Developing Learning Trajectories for Teacher Learning: Learning Trajectories for Teachers (pages 33-46)
Anna Bargagliotti (Loyola Marymount University, USA)
Article 4
STAD Cooperative Pedagogy in Teaching English First Additional Language in KwaZulu-Natal Secondary Schools (pages 47-64)
Samual Amponsah (University of Ghana, Ghana), Micheal M. van Wyk (University of South Africa, South Africa)
Article 5
Teachers' Experience in Schools in New Ethnic Communities: An Exploratory Study (pages 65-78)
Alfred Kuranchie (Catholic University College of Ghana, Ghana)
Article 6
Turning Around Colleges of Education: Lessons From Two Case Studies (pages 79-91)
Charles P. Ruch (Boise State University, USA)
Volume 2 (2019)
Issue 1
Article 1
A Critical Review of EFL Teacher Supervision Models (pages 1-11)
Ismael Louber (University of Exeter, Exeter, UK)
Article 2
Constructing Identities in Online Encounters: A Study on Finnish and Greek Young Students' Digital Storytelling Practices (pages 12-29)
Marianna Vivitsou (Department of Teacher Education, University of Helsinki, Helsinki, Finland)
Article 3
Designing a Unit Assessment Using Constructive Alignment (pages 30-51)
Japhet E. Lawrence (Faculty of Arts and Education, Deakin University, Australia)
Article 4
Open Educational Resources in Teacher Preparation Programs: Teacher Candidates' Perceptions of Open Textbooks (pages 52-65)
Alesha D. Baker (Northeastern State University, Broken Arrow, USA)
Article 5
Teaching Large Classes: Engaging Students Through Active Learning Practice and Interactive Lecture (pages 66-80)
Japhet E. Lawrence (Faculty of Arts and Education, Deakin University, Melbourne, Australia)
Article 6
Issue 2
Article 1
Field-Based Learning for Minority Educators: Developing Situationally Relevant Self-Awareness Practices in the Field Experience (pages 1-23)
Rebecca J. Blankenship (Florida Agricultural and Mechanical University, Tallahassee, USA), Paige F. Paquette (Troy University, Troy, USA), Cheron H. Davis (Florida Agricultural and Mechanical University, Tallahassee, USA)
Article 2
What If We Can't Apply What We Have Learned?: Reflections of an IB Science Teacher Candidate (pages 24-36)
Lucila T. Rudge (University of Montana, Missoula, USA), Althea M. Gyde (University of Montana, Missoula, USA)
Article 3
Preparing Pre-service Early Childhood Candidates for Diverse Classrooms: The Open Doors Program (pages 37-52)
Natalie Young (Northern Illinois University, DeKalb, USA), Gregory James Conderman (Northern Illinois University, DeKalb, USA), Myoungwhon Jung (Northern Illinois University, DeKalb, USA)
Article 4
EFL Instructors' Perceptions Regarding Conducting Action Research (pages 53-67)
Eftima Khalil (Bahcesehir University, Istanbul, Turkey)
Article 5
A Head-Start to Teaching: Exploring the Early Field Experiences in Pre-service EFL Education in Turkey (pages 68-84)
Rabia Hos (University of Rhode Island, South Kingstown, USA), Halil Ibrahim Cinarbas (Middle East Technical University, Ankara, Turkey), Hatice Yagci (Middle East Technical University, Ankara, Turkey)
Article 6
A Phenomenological Study of Pre-Service Teachers' Perceptions of Completing ESOL Field Placements (pages 85-101)
Kelly M. Torres (The Chicago School of Professional Psychology, Chicago, USA), Meagan C. Arrastia-Chisholm (Valdosta State University, Valdosta, USA), Samantha Tackett (Florida State University, Tallahassee, USA)
Article 7
Understanding Teachers' Knowledge and Perceptions on Writing Through a Self-Regulated Strategy Development (SRSD) Professional Development Opportunity (pages 102-121)
Yuko Iwai (University of Wisconsin-La Crosse, La Crosse, USA), Leslie Rogers (University of Wisconsin-La Crosse, La Crosse, USA), Debra McKeown (Texas A&M University, College Station, USA), Mary Brindle (University of New Mexico (former), Albuquerque, USA)
Volume 1 (2018)
Issue 1
Article 1
A Study on Effectiveness of Student Professor Relationship: With Special Reference to Colleges in Bangalore (pages 1-20)
V Chitra (Kristu Jayanti College, Bangalore, India), Ritty Francis (St. Joseph's College, Bangalore, India)
Article 2
A Self-Study of Factors Affecting the Collaboration Between University and School Professionals (pages 21-35)
Lucila T Rudge (University of Montana, Missoula, USA)
Article 3
Article 4
School Ready: Helping Families to Plan, Practice, and Prepare for School (pages 48-57)
Cheryl Ann Slattery (Shippensburg University, Shippensburg, USA)
Article 5
Teaching English Language Learners: A Mainstream Response to Rural Teacher Preparation (pages 58-75)
Kelly Moser (Mississippi State University, Starkville, USA), Daina Zhu (Mississippi State University, Starkville, USA), Ha Nguyen (Mississippi State University, Starkville, USA), Emily Williams (Mississippi State University, Starkville, USA)
Article 6
Examining the Psychometric Properties of the Standards Assessment Inventory (pages 76-88)
William Merchant (University of Northern Colorado, Greeley, USA), Kaita Ciampa (Widener University, Chester, USA), Zora Wolfe (Widener University, Chester, USA)
Issue 2
Special Issue on the Assessment of Diversity in Higher Education
Guest Editorial Preface
S. Vighnarajah (English Language and Communication Department, UCSI University, Kuala Lumpur, Malaysia), Nor Aziah Alias (MARA University of Technology, Shah Alam, Malaysia)
Article 1
Assessment of Diversity Through Student Isolation: Qualitative Investigation of Academic, Social, and Emotional Isolation (pages 1-13)
S. Vighnarajah (English Language and Communication Department, UCSI University, Kuala Lumpur, Malaysia), Lim Shing Yu Jolene (English Language and Communication Department, UCSI University, Kuala Lumpur, Malaysia)
Article 2
Regression Analysis on the Effect of Lecturers' Competencies on Students' Performance (pages 14-28)
Choi Sang Long (Raffles University Iskandar, Johor Bahru, Malaysia), Ng Chiaw Gee (Amity Global Institute, Singapore)
Article 3
Blended Learning Strategies for Engaging Diverse Student Cohorts in Higher Education (pages 29-45)
Josh McCarthy (University of South Australia, Adelaide, Australia)
Article 4
Using Computer-Based Assessment and Feedback: Meeting the Needs of Digital Natives in the Digital Age (pages 46-71)
Akrum Helfaya (Keele Management School, Keele University, Keele, UK & Damanhour University, Damanhur, Egypt), James O'Neill (Keele Management School, Keele University, Keele, UK)
Article 5
Creating and Assessing Faculty Training on Global, Intercultural, and Inclusive Practices (pages 72-86)
Bryan Waite (Utah Valley University, Orem, USA), Janet Colvin (Utah Valley University, Orem, USA)