This article presents the findings of a study on the use of an electronic portfolio (EP) in 16 elementary classrooms across Canada. Using a mixed-methods approach, data were collected to understand how teachers used EPs in their classrooms, to what extent they integrated the EP into their practice, and the factors influencing their use. Using expectancy theory, findings indicate that low implem...

The short-term in-service EFL teacher education programs are assumed to be of crucial importance in upgrading teachers' methodologies and gearing their teaching more closely to the students' needs. Therefore, a dynamic in-service program for EFL teachers is needed to keep abreast of the time.The present study aims to investigate the role of experience in EFL teachers' satisfaction of the in-ser...

This empirical study examines the experiences of academics and professional service staff in a large UK university during first weeks transition to online teaching working from home Covid-19 pandemic. The method draws on work by Gourlay Oliver (2018) explore engagement with digital everyday practice. Using data 412 survey responses 32 interviews, traces varying ways characterised themselves mon...

Title: Prevalence of low back pain and its risk factors among secondary school teachers at Bentong, Pahang Objective: The purpose of this study is to determine the prevalence of low back pain among Secondary School Teachers and to investigate the associated risk factors at Bentong, Pahang. Methodology: A self-administered questionnaire was distributed to 260 subjects through random sampling in ...

The gap between the qualifications of New York City teachers in high-poverty schools and low-poverty schools has narrowed substantially since 2000. Most of this gap-narrowing resulted from changes in the characteristics of newly hired teachers, and largely has been driven by the virtual elimination of newly hired uncertified teachers coupled with an influx of teachers with strong academic backg...

OBJECTIVE The interaction between teachers, classroom strategies and learners experiencing emotional and behavioural barriers to learning and development in a system of inclusive education results in multiple dynamics on different levels. Many teachers in mainstream education lack training to deal with learners experiencing emotional and behavioural barriers. Resistance towards inclusive educat...

Teachers’ knowledge for implementing constructivist instruction with technology is termed as their constructivist-oriented technological pedagogical content knowledge. There are currently no available surveys for understanding teachers’ perceptions in this aspect. Therefore, teachers’ perceived knowledge gaps in terms of constructivist-oriented technology integration are not well understood. Us...