Teaching is a highly emotional and demanding profession. Developing emotional well-being among teachers will benefit not only the teachers themselves, but also their students. Previous studies have shown the protective role of emotional intelligence (EI) as well as inconsistencies in the years of teaching experience variable on positive and negative work-specific variables. The aim of the prese...

Abstract It is commonly assumed that experienced teachers are more proficient than beginners. However, evidence supporting this premise complicated by diverging research traditions and mixed results. We explore the fundamental relationship between years of experience teaching quality using a comprehensive pedagogical model. Our analysis 990 lessons, taught 512 primary in New South Wales during ...

Based on kinesthetic learning style theory and interviews regarding teachers’ experiences applying traditional astronomy teaching methods, a mobile digital armillary sphere (MDAS) using augmented reality (AR) was developed for use during astronomical observation instruction. The MDAS enables visual processes and limb movements similar to those that would occur in actual outdoor experiences to b...

The success of peer review of teaching (PRT) in shaping teaching practice during an academic’s formative years may depend on the peers’ teaching experience and the frequency of evaluation. Two Australian earlycareer University lecturers with no previous experience of peer review performed a single PRT on one another following a one week academic development program, a mandatory exercise for all...