Division K - Teaching and Teacher Education / Division K - Section 01: Teaching, Teacher Education and Professional Development in the Content Areas

Religious Education as a 21st Century Practice: A Quantitative Study of the Perceptions of Teachers About New Learning Skills - Tuuli Lipiäinen, University of Helsinki; Martin Ubani, University of Eastern Finland; Kaisa Viinikka, University of Eastern Finland; Arto Juha Viljami Kallioniemi, University of Helsinki

Patterns of Teachers' Engagement in Professional Development and Their Relations to Their Self-Efficacy and Satisfaction - Iksang Yoon, The Ohio State University; Minjung Kim, The Ohio State University

Teacher Support, Psychological Suzhi, Self-Efficacy, and Academic Emotion in Secondary Students: A Serial Mediation Model - Xu Chen, Southwest University; Ling Li, Memorial University of Newfoundland; Dajun Zhang, Southwestern University; Hui Li, Macquarie University

Language Proficiency and English Learner Pedagogical Practices: Assessing Teachers' Self-Efficacy After Virtual Professional Development - Nilsa Ofir Perez-Cabrera, Texas A&M University - College Station; David Daniel Jimenez, Texas A&M University - College Station; Mayra Danielle Vargas, Texas A&M University - College Station; Shifang Tang, East Texas A&M University; Kara Sutton-Jones, Texas A&M University - College Station; Rafael Lara-Alecio, Texas A&M University - College Station; Beverly J. Irby, Texas A&M University - College Station; Fuhui Tong, Texas A&M University - College Station

The Development of the Critical Consciousness of Teaching Measure - Melissa Peterson Schneider, University of Denver

Teachers' Professional Development: The Interplay of Influence Between Principal Leadership and Professional Cultures in a Multicultural Context - Elson S.Y. Szeto, The Education University of Hong Kong; Tze Leung Lui, The Education University of Hong Kong

Responsive Formative Assessment for Emergent Bilinguals in Mainstream Classrooms: A Case Study - Xuexue Yang, SUNY - College at Oneonta

Teaching Interrupted: Pedagogical Changes in STEM Learning Practices as It Relates to the COVID-19 Pandemic - Kimberly Arnold Mahovsky, University of Northern Colorado; Hyun Jung Kang, University of Northern Colorado; Matthew David Farber, University of Northern Colorado

Coaching Teachers Into Culturally Sustaining Professional Practice - Catherine Dontie Bhathena, Butler University; Kathryn A. Brooks, Butler University

"Sticking Together in a World Full of Sharks": Preservice Teachers' Perspectives on Mathematics Content Courses - Limin Jao, McGill University; Gurpreet Sahmbi, University of Toronto - OISE; Maria-Josée Bran Lopez, McGill University