This paper seeks to examine and reflect the historical exploration of curriculum implementation and the challenges of teacher education development in Ethiopia, particularly focusing on elementary school teacher training. Unlike other areas of educational study, the history of teacher training curriculum and challenges to teacher education…

This study examines challenges faced by middle-level social studies teachers in West Gojjam, Ethiopia, while implementing the Constructivist Teaching and Learning Approach (CTLAT). 178 social studies teachers were randomly selected and eight were chosen using maximum variation sampling based on characteristics such as teaching experience, female…

There are situations where teachers accustomed to years of traditional teaching are tasked with implementing inquiry-based science teaching in schools nationwide, with few professional developments to change their self-efficacy. The implicit expectations are that teachers' self-efficacy will improve as they implement inquiry-based practices over…

The purpose of the present study was to investigate the effectiveness of Lebanon's Education Reform Strategy and Action Plan (LERSAP) set in 2011 as a form of the educational reform the curriculum underwent through focusing on promoting and employing the information communication technology (ICT) tools. The LERSAP was launched to equip teachers…

This article explores the context and experiences of three beginning teachers in their effort to improve their teaching and to implement and align themselves with their schools' expectations of effective teaching practices. Research findings emerging from a sociocultural-ethnographic framework revealed that participants challenged their own…