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This study sought to understand how teachers learn through the process of implementing supplementary curricula, and to what extent the use of curricular materials leads to changes in instructional approaches. Through implementing a STEM supplementary curricular unit aligned to NGSS, the researchers conducted multiple case studies to examine teacher learning and identified potential factors that mediated instructional change. Based on experiences of seven teacher participants, results showed different learning trajectories, wherein teachers either moved towards student-directed instructional roles or maintained teacher-directed roles. Doubt and self-questioning appear to be important mediating aspects of teacher self-reflection, which then impacts instructional role change.

In this multiple case study, we explore the experiences of ten Palestinian Israeli and Arab teachers who teach Arabic culture and language in Jewish schools in Israel. Two themes are revealed in this inquiry. The first theme highlights the ambivalent message of teaching Arabic as the language of the ‘enemy’ and as a medium for peace building. The second theme clarifies how minority teachers navigate, by applying a narrative model, the tension between their national (Palestinian) and professional identities. The implications for teaching and teacher education in conflict-ridden societies are also discussed.

In this study the development of five pre-service teachers' perspectives on their roles as extended professionals in collaborative teacher research is investigated. A multiple case study focuses on three categories of pre-service teachers' perceptions: teacher collaboration, teacher research and pupil-orientation. Results reveal a positive, but complex, development of pre-service teachers' views on engaging in inquiry, becoming a team member and focusing on pupil learning. Findings show that collaborative teacher research offers opportunities to experience a reality of teaching that reflects extended professionalism. The discussion highlights the responsibility of teacher education in constructing deliberate partnerships and a continuous support program.

In this study, we present and evaluate a way to profile second career teachers in technical and vocational education and training schools that goes beyond the traditional motivational approach. More specifically, by considering multiple entry-related variables (entry motivation, career adaptability, and prior job satisfaction). Analyses based on a mixed methods design (262 prospective and in-service second career teachers for the latent profile analysis and 7 in-service teachers for the multiple case study) revealed three profiles with their own specific characteristics, and predicting different levels of sense of efficacy for teaching. This study confirms the heterogeneity of the population of second career teachers and invites reflection on the implications for their entry into teaching.

The aim of this multiple case study was to understand the roles of expert teacher workshops as professional learning communities (PLCs) in building teachers' capacity in Chinese turnaround schools. Twenty teachers, including expert teachers, from three turnaround schools participated in interviews about their experiences in expert teacher workshop activities. This research identified diverse activities that significantly strengthened teachers' capacities, including auditing peers’ classes, conducting school-based research, collaborative class preparation, organizing workshops and reading activities, formulating common working plans, and other activities. This article argues that expert teacher workshops, as a form of professional learning community, are an effective change strategy that contributes to teacher capacity development in Chinese turnaround schools.

Although video clubs have been used to support (student) teachers' learning through reflection upon practice, less attention has been paid to their potential use for supporting changes in participants' practice over a period of time. Prior work has also largely treated (student) teachers as an undifferentiated whole that benefits in similar ways from video clubs. In this study, we problematize this assumption by drawing on three cases of student teachers to exemplify three different learning paths while participating in a video club during field placement. Reflecting on these findings, we discuss implications for differentiating the video-club approach to address different student teachers.

Much of the research exploring rural school settings has centered on ways to prepare, recruit, and retain teachers. However, little is known about the instruction provided by these teachers. Using a multiple case study design, we examined the instructional practices of five “expert” teachers from a rural school district in the U.S. Data consisted of a think aloud protocol, lesson plans, teaching observations, and semi-structured interviews. The teachers didn't write elaborate lesson plans or rely heavily on curriculum programs. Instead, teachers utilized teaching strategies, disciplined improvisation, knowledge of their students, learning outcomes, and formal and informal assessment to drive instruction.

The aim of this multiple case study was to investigate the influences of professional development coaching on three elementary school teachers' technology integration practices and their coaching experiences. We found that authentic coaching experiences, including modeling and hands-on activities, were considered supportive for teachers' technology integration. However, the teachers' positive perceptions of coaching did not directly translate into changes in their technology integration practices as the standardized testing-focused assessment system was the biggest hindrance. We recommend that more teachers' involvement in planning and reflection with transparent coach-teacher communication and consistent support for teachers’ technology integration from school leaders are needed.