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Direct linkSandra Medrano-Arroyo; Nilda M. Aguirre – TESOL Journal, 2025
The National Association for Bilingual Education (NABE) currently has two National Professional Development Program projects: Project PARA TODOS, which serves K-8 educators; and Project PARA NIÑOS, which serves PK-2 educators of English learners (ELs). Both projects provide professional development through an online microcredential program leading…
Descriptors: Access to Education, Faculty Development, Language Teachers, English Learners
Download full textMelissa Tooley; Lisette Partelow – New America, 2025
In 2021, New America released a report, "Harnessing Micro-Credentials for Teacher Growth: A National Review of Early Best Practices," exploring the benefits and challenges of leveraging micro-credentials for educators, including an informal scan of how states were integrating micro-credentials into educator policy. This publication…
Descriptors: Microcredentials, State Policy, Educational Policy, Teacher Education Programs
Nathalie Reid; Thi Thuy Hang Tran – LEARNing Landscapes, 2025
To attend to educators' experiences as they work in the midst of competing demands, increased classroom complexity, and a growing understanding of the importance of well-being, a group of stakeholders from across Saskatchewan co-developed a microcertificate entitled Trauma-Informed/Sensitive Pedagogies and Practices. The microcertificate was…
Descriptors: Foreign Countries, Trauma Informed Approach, Microcredentials, Teacher Certification
Rory McGreal; Eduardo Ali – International Journal of Education and Development using Information and Communication Technology, 2025
This paper investigates the role of micro-credentials (MCs) in addressing educational challenges in the English-speaking Caribbean, with a focus on their potential to align with regional education policies and strategic development goals (SDGs), particularly SDG4: Education for All. Drawing on policy documents, strategic plans, and other resources…
Descriptors: Microcredentials, Foreign Countries, Blended Learning, Distance Education
David Rutledge; Paige Prescott; Raena Cota; Francis Vigil; Enrico Pontelli; Yolanda Lozano; Andrew Sedillo – Journal of Technology and Teacher Education, 2025
Schools in underserved communities are less likely to be able to offer computer science (CS) classes and when available the teacher lacks a background in CS but is also new to the teaching profession (Banilower et al., 2018). CS teachers without the proper preparation in the content area struggle to support their students including ways of…
Descriptors: Culturally Relevant Education, Computer Science Education, Teacher Competencies, Teacher Collaboration
