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This paper presents the findings related to culture from an online survey with French as a second language (FSL) teachers (n = 45) about equity and antioppression in the Ontario FSL curriculum. FSL teachers defined culture and reflected on the link between language and culture and the role of students' cultures in FSL. Framed by an anti‐biased, antiracist (ABAR) framework, data were thematically analyzed from an intercultural and ABAR perspective. Results show that FSL teachers have a strong, nuanced, and highly diverse understanding of culture, they all believed that language and culture are interrelated (to varying degrees), and most thought that students' cultures should be integrated into FSL classes to improve students' experiences and language learning. FSL teachers' conceptions of language and culture also revealed a need to develop critical orientations in teacher preparation and learning.

Different approaches and methodologies for entrepreneurship education have been introduced for schools. However, a better theoretical and empirical understanding of the antecedents of entrepreneurship education is needed. The authors analyze what entrepreneurship education practices are used in schools and what role the school and the teacher are playing in determining the entrepreneurship education practices. The data cover school levels from basic to upper secondary education. The findings indicate that the training teachers have received in entrepreneurship seems to be the main factor determining the observable entrepreneurship education provided by the teachers. Further studies on the antecedents of entrepreneurship education are encouraged.

This article explores elementary school teachers' mathematical knowledge for teaching and the relationship between such knowledge and teacher characteristics. The Learning Mathematics for Teaching project administered a multiple-choice assessment covering topics in number and operation to a nationally representative sample of teachers (n = 625) and at the same time collected information on teacher and student characteristics. Performance did not vary according to mathematical topic (e.g., whole numbers or rational numbers), and items categorized as requiring specialized knowledge of mathematics proved more difficult for this sample of teachers. There were few substantively significant relationships between mathematical knowledge for teaching and teacher characteristics, including leadership activities and self-reported college-level mathematics preparation. Implications for current policies aimed at improving teacher quality are addressed.

This integrative review aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality, play for critical outcomes in terms of teacher effectiveness, teachers’ well-being, retention, and positive interpersonal relations with multiple stakeholders (e.g., students, parents, principals, colleagues). We first summarize and evaluate the available evidence on relations between psychological characteristics and these outcomes derived in existing research syntheses (meta-analyses, systematic reviews). We then discuss implications of the findings regarding the eight identified psychological characteristics—self-efficacy, causal attributions, expectations, personality, enthusiasm, emotional intelligence, emotional labor, and mindfulness—for research and educational practice. In terms of practical recommendations, we focus on teacher selection and the design of future professional development activities as areas that particularly profit from a profound understanding of the relative importance of different psychological teacher characteristics in facilitating adaptive outcomes.

As teachers returned to the classroom for the 2020-2021 school year, they faced new and challenging environments, instructional approaches, and roles as educators. The current study is one of the first empirical studies that identified factors contributing to teacher burnout due to COVID-19 (coronavirus disease) and instruction during fall 2020. Controlling for demographics, the results found significant predictors for teacher burnout-stress those being COVID-19 anxiety, current teaching anxiety, anxiety communicating with parents, and administrative support. The results are important for schools and researchers to consider when it comes to the impact of COVID-19 on teachers.

PurposeWhereas the achievement of students has closely been linked with the quality of teachers and there is a bulk of literature supporting the need of teachers' preparation in enhancing their quality, professional development (PD) of teachers has been a central focus of reform initiatives in education across the globe. This paper aims at analysing the existing literature on PD of teachers to reflect on the models and characteristics of effective PD, and to highlight the importance of context in PD of teachers.Design/methodology/approachTo respond to the aim of the paper, a search in the field of pedagogy in Education Resource Information Centre (ERIC) was undertaken. The search strings used were “models of teachers' professional development”, “characteristics of teachers professional development” and “context in professional development” restricted to time period from 2000 to 2020.FindingsThe major argument this paper presents is that the models and characteristics of PD are relative and there is no uniform model to be implemented across contexts. Instead of debating the models and characteristics of effective PD, academics and practitioners have to be watchful to the context and the real needs of teachers in a particular context.Originality/valueThe paper critiques the generalisation of Western generated PD models to the developing world especially Pakistan which the existing research and literature is silent about.

The demographic divide between teachers and students is of growing public concern. However, few studies have explicitly addressed the common argument that students, and particularly minority students, have more favorable perceptions of minority versus White teachers. Using data from the Measure of Effective Teaching study, we find that students perceive minority teachers more favorably than White teachers. There is mixed evidence that race matching is linked with more favorable student perceptions. These findings underscore the importance of minority teacher recruitment and retention.

This article provides an extensive overview of the recent literature on student evaluation of teaching (SET) in higher education. The review is based on the SET meta-validation model, drawing upon research reports published in peer-reviewed journals since 2000. Through the lens of validity, we consider both the more traditional research themes in the field of SET (i.e., the dimensionality debate, the 'bias' question, and questionnaire design) and some recent trends in SET research, such as online SET and bias investigations into additional teacher personal characteristics. The review provides a clear idea of the state of the art with regard to research on SET, thus allowing researchers to formulate suggestions for future research. It is argued that SET remains a current yet delicate topic in higher education, as well as in education research. Many stakeholders are not convinced of the usefulness and validity of SET for both formative and summative purposes. Research on SET has thus far failed to provide clear answers to several critical questions concerning the validity of SET.

Schools are heralded by some as unique sites for promoting racial equity. Central to this characterization is the presumption that teachers embrace racial equity and teaching about this topic. In contrast, others have documented the ongoing role of teachers in perpetuating racial inequality in schools. In this article, we employ data from two national data sets to investigate teachers’ explicit and implicit racial bias, comparing them to adults with similar characteristics. We find that both teachers and nonteachers hold pro-White explicit and implicit racial biases. Furthermore, differences between teachers and nonteachers were negligible or insignificant. The findings suggest that if schools are to effectively promote racial equity, teachers should be provided with training to either shift or mitigate the effects of their own racial biases.

The present study explores the relationship between Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) and a number of teacher-centered variables within the Spanish classroom context. Participants were 210 former and current learners of English as a foreign language (EFL) from all over Spain who filled out an online questionnaire with Likert scale items. A moderate negative relationship emerged between FLE and FLCA. Participants who had an L1 English speaker as a teacher reported more FLE and less FLCA than those with a foreign language user of English. Teacher characteristics predicted close to 20% of variance in FLE but only 8% of variance in FLCA. The strongest positive predictor of FLE was a teacher's friendliness while a teacher's foreign accent was a weaker negative predictor. Teacher-centered variables predicted much less variance for FLCA. Participants experienced more FLCA with younger teachers, very strict teachers, and teachers who did not use the foreign language much in class. The findings confirm earlier research that FLE seems to be more dependent on the teachers' pedagogical skills than FLCA.