Expert Teachers Research Articles

The effect of lexical complexity on grading of Swedish EFL learners’ texts during high-stakes exams

Abstract The present study concerns the effect of lexical complexity on grading of Swedish EFL learners’ texts during high-stakes exams. A learner corpus consisting of 142 texts graded by expert raters and 175 texts graded by teachers was analysed to establish if the latter graded in agreement with the former as intended by the Swedish National Agency for Education (SNAE). Four indices of lexical complexity available in TAALED and TAALES were chosen to explore if this is the case. The method includes conducting ordinal regression with interactions to determine the effect of the independent variables on grade and if these variables have the same effect in texts graded by teachers and expert raters. The findings reveal a discrepancy between expert raters and teachers as they appear to consider lexical complexity to a different extent. It was also found that expert raters and teachers graded more in agreement during source-based writing tasks compared to independent writing tasks.

Research on Collaborative Creativity in Innovative Humanities through a Hyper-Connected Society and Educational Networks1

Among the transitional changes in a hyperconnected society, humanities and liberal arts education at universities needs to develop innovative courses and new learning methods and contents as a Co-Education Network for the MZ generation, which will be the HomoConnectus generation. For this research, the researcher was selected for the <Creative Convergence Engineering Human Resources Support Project> organized by the Ministry of Trade, Industry and Energy in 2020 to develop an innovative humanities program for engineering students at C University in Seoul, and to conduct the <Posthumanism Reading Education Program for Engineering in the Fourth Industrial Era>. It was then continuously selected as the <Creative Convergence Engineering Resources Support Project> in 2021, and the researcher developed and proceeded with the ｢ Collaborative Creativity Reading Education for Engineering Students at C University in Seoul. Secondly, from 2020 to ｣ 2024, the researcher collaborated with the central library of the university located in small and medium-sized cities in Chungnam to share innovative humanities programs for engineering students at C University in Seoul and other majors such as Big Data, Virtual Reality, Drone Information and Multimedia, and N University students in health care.</br>Through these research results, researchers have come to recognize that it is not just the establishment of a system but the expertise of teachers in charge of innovative education that should be a prerequisite for cultivating cooperative creativity. In addition, in this process, the significance of innovative humanities research was newly discovered in that innovative humanities through the educational network aims for fairness in education in targeting learners from various backgrounds. In addition, when a research foundation centered on cooperative practice is established, it is expected that innovative humanities as an educational network (Co-Education Network) aimed at super connectivity will be more helpful in educational innovation in a hyperconnected society in the significance of cooperative creativity.

Curbing Teenage Pregnancy in South Africa's Schools

Teenage pregnancy in South African schools presents a significant challenge to the education system and society as a whole. This study seeks to investigate the strategies implemented to decrease teenage pregnancy in South African schools. It is based on qualitative secondary sources such as expert analysis, teacher input, civil society, and testimonies from teenagers. The data was collected from public online sources, including audio, YouTube videos, and written testimonies. The findings indicate that teenage pregnancy has reached a crisis point. Socioeconomic challenges such as poverty, unemployment, peer pressure, cultural and societal norms around sexuality, and related challenges are at the center of child pregnancy in South Africa.

What do Expert Teachers Think about Grading? - A Preliminary Report from Croatia

Assessment of students’ progress is an integral part of teachers’ considerations and actions. The extent to which students have acquired certain teaching content, achieved the set goals, improved their abilities or formed attitudes is assessed by teachers, parents, and education policy makers. In a large number of countries, students’ progress is measured by grades, either as letter or numerical grades. Grading has been a bone of contention in pedagogical circles, as there is no consensus on the basic questions: what should be graded, when the grading process should start, what is the purpose of grading, which elements should be taken into account while grading and whether grades are necessary at all. The aim of this study was to determine the attitudes of primary school teachers to grading. A qualitative study was conducted, using the focus group (n = 8). The members of the focus group were expert teachers promoted to the ranks of teacher advisor or teacher excellent advisor. The interview was conducted as a semi-structured interview. After that, a content analysis was carried out and the results were classified into categories. The obtained results revealed that expert teachers have different experiences and opinions based on which they create various implicit pedagogical approaches to grading students.

Development Of Interactive Media Based On Quizzizz Paper Mode Science Education As An Effort To Improve The Character Profile Of Pancasila Students

The digital era is one of the fields that influences the civilization of the 5.0 revolution on world mobility. Learning media as a tool that helps the learning process in presenting material in an interesting way so that the learning situation becomes effective, efficient, active and easy to understand by students. One of the innovations of learning media in the digital era is learning media based on Quizizz Paper - Mode which is a means to facilitate teachers in developing innovative media and for planning interesting learning and can accompany students in the learning process. The purpose of this study was to determine how the validity (by academic media and material experts), feasibility (by media and material expert teachers), and student responses through the implementation of interactive media design based on Quizizz Paper - Mode as an effort to create learning innovations in improving the character of Pancasila student profiles for students of SMAN 2 Biruen. The development of learning media based on Quizizz Paper - Mode Science education uses research and development methods . This study uses the ADDIE development model which is developed consisting of five stages: Analysis , Design , Development , Implementation and Evaluation . Data collection techniques and instruments with validation tests, feasibility tests, student responses through questionnaires. The results of the validity test from media experts obtained results of 85% with the category "Valid", and material experts 75% with the category "Valid". Based on the results of the feasibility test with teachers of SMAN 2 Bireun, the results were 87.50% with the category of feasible and the results of the student response assessment obtained a score of 87.30% with the category of interesting. For N-Gain percent, the average value obtained was 76.2407. This value is greater than 76.00. So it can be concluded that the questions given to students through quizzis paper mode can improve the character of Pancasila profile students. The design of the quizizz paper mode media and the questions chosen are very interesting in science education which aims to strengthen student character in the Pancasila student profile program.

Generative AI and its Impact on Activities and Assessment in Higher Education: Some Recommendations from Master's Students

The rapid development of generative AI (GenAI) raises new questions in higher education such as: What should be the university policy regarding GenAI? How ought courses be redesigned for fair and resilient assessment? What the added pedagogical and didactical values when involving GenAI in teaching and learning activities? Different universities have rapidly created and presented contradictory standpoints and draft policies, and teachers show different opinions regarding the pros and cons of GenAI. This study has been carried out with a student perspective, where 16 students have been examining their own Master's programme on sustainable information provision. Students have assessed the assessment in their previous courses in the Master's programme. The aim of the study is to investigate how sustainable course activities and assignment are, and to explore how GenAI tools might support and facilitate teaching and learning activities. Moreover, the students were given the task to test detection software on GenAI generated solutions to assignments in chosen Master's courses. Students conducted these tasks as a part of a 7.5 ECTS project course in the same Master's programme as the investigated courses are a part of. For inspiration and for background information on artificial intelligence to the project work students participated in the first Symposium on AI Opportunities and Challenges (SAIOC) in December 2023. Data have been gathered from reports of 3 group projects where 16 students have investigated 5 freely chosen courses in the programme in each group work. Beside from testing GenAI tools in existing activities and assignments students also interviewed the subject matter experts that are responsible for the chosen courses. Results were firstly analysed and presented in group reports, combined with 16 individual reflection essays. Regarding the individual essays students were instructed to bring up ethical perspectives on GenAI in higher education, and also to present and discuss suggestions for how the current course design and assignments better could be redesigned for improved sustainability and fairness. Finally, all the group reports and the individual reflection essays were thematically analysed by the author, who also is the subject matter expert and main teacher for the project course. Findings show that many of the existing assignments in the Master's programme could be partly solved with different GenAI tools. The AI generated solutions showed different levels of quality and correctness for different types of activities and assignments. An ethical concern that many student essays brought up was the relatively poor quality of the tested detection software. A question in one of the essays was if teachers should use detection software with an accuracy rate just above 50% to evaluate student submissions. The recommendations from both the students and the author are to provide clear instructions about when GenAI is allowed and not in course activities, and to redesign the course structure for continuous assessment. With or without GenAI tools, a continuous assessment where the whole study path through a course is assessed, and not only isolated submissions, would strengthen fairness and sustainability. Finally, several students suggest oral examinations as a complement to the existing assessment methods, even if their findings showed that GenAI tools can be used to prepare oral presentations.

AI 시대에 미술을 가르치는 사람 : 미술교사의 역할 재탐색

This study aims to deeply understand the transformation of art teachers' roles when actively utilizing AI technologies in art education within the context of the digital transition in education. By designing AI-centered lessons and conducting art creation sessions in gifted art education settings, the research seeks to capture and analyze the nuanced experiences of various practitioners involved in these classes. The study first theoretically examines the changes in art education and the roles of art teachers in the age of AI. It then analyzes a Focus Group Interview (FGI) with four art teachers to construct a discourse on the unique roles that only art teachers can fulfill in this age. The study identified three roles unique from art teachers in the age of AI: ‘facilitating moments of pause’, ‘posing questions’, and ‘respecting and adapting to differences’. This allowed for a reconsideration of the roles of art teachers within the context of the times, facilitating an exploration of the meaningful roles and professional expertise that art teachers can bring to an uncertain future society. The study has several implications. First, the process of creatively implementing new forms of lessons can lead to a reconsideration of art teachers' professional identity. This stems from fundamental questions about their essence as educators and provides an opportunity to reaffirm the unique roles and expertise of art teachers in the age of AI. Second, despite the transformative changes in educational environments brought about by AI, the intrinsic roles of art teachers remain constant and are evolving into more complex and multidimensional forms. As the role of teachers remains central to education amidst technological advancements, there is a need for ongoing discussions on how art teachers can reflect on and fulfill their roles in the age of AI.

Big Book Media for Optimizing Reading Literacy in Grade III Students of Madrasah Ibtidaiyah

In today's digital era, although technology brings various benefits, reading literacy among students, especially at the elementary level, has experienced an alarming decline. This condition also has an impact on elementary school students who are more interested in digital entertainment than reading books, which ultimately affects their motivation and literacy skills. This study aims to develop Big Book media and test its effectiveness in improving reading literacy of grade III students at Madrasah Ibtidaiyah. This study uses the Research and Development (R&D) method with the ADDIE development model which includes the stages of analysis, design, development, implementation, and evaluation. The subjects of the study were grade III students at Madrasah Ibtidaiyah Negeri 6 Bandar Lampung consisting of two classes, with a total of 60 students. Data were collected through observation, interviews, questionnaires, and documentation. The research instrument used a validation questionnaire by experts, teacher responses and student responses. To determine the score in the expert validation questionnaire and teacher and student responses, the data was analyzed using a Likert scale while to test the effectiveness of the product/product feasibility using a pretest and posttest with the N-gain test. The validation results showed that this media was very feasible to use, with a validation percentage of material experts of 91.5%, media experts of 84.75%, and language experts of 89%. Small and large-scale trials gave average results of 91% and 92% respectively, which were categorized as "Very Feasible". The results of the pretest and posttest analysis showed an increase in the N-Gain score in the "Medium" category for both classes. These findings indicate that the Big Book media is effective in increasing interest and reading literacy skills.

Development of Learning Tools Based on the Culturally Responsive Transformative Teaching Model with a Socio-Scientific Issues Approach: Evaluation of Validity and Practicality

The importance of conducting this research is based on observations indicating that the implementation of the Kurikulum Merdeka on the theme of local wisdom has been limited to Sabtu Budaya (Cultural Saturday) activities, without further integration into the learning process, particularly in the development of learning tools. This research aims to develop a learning tool based on the CRTT model with a SSI approach that is both valid and practical. The type of research employed is Research and Development (R&D), with a 4D development design limited to the define, design, and develop stages. The development stage is restricted to validation and practicality testing. Data collection techniques included expert validation sheets, student and teacher response questionnaires, and observation sheets for the implementation of learning activities. Data analysis techniques used Aiken's V validity index, Percentage of Agreement, and percentage method. The results of the content and construct validity tests indicate that the learning tool based on the CRTT model with the SSI approach is classified as highly valid, with the assessment agreement among validators being reliable. The results of the practicality test show that student responses had an average of 89.02%, categorized as practical, teacher responses were 92.81%, categorized as practical, and the implementation of learning activities reached 85.71%. These results indicate that the learning tool based on the CRTT model with the SSI approach is both valid and practical for use in the learning process.

Science Learning Using e-LKPD Ethno-SiMaYang Tapis Lampung Cloth to Improve Critical Thinking Skills

This research aims to explain the effect of using the Etno-SiMaYang Lampung Tapis Cloth e-LKPD in improving students' critical thinking skills. This research is R&D research with the Borg and Gall research model stages 1-7. The samples in this study were class VII.1 as the control class and class VII. 2 as the experimental class, the sample was selected using a cluster random sampling technique. The data collection instruments used were teacher and student needs analysis questionnaires, expert validation questionnaires, teacher and student response questionnaires, as well as pretest-posttest questions. The data analysis technique uses the t-test on students' n-Gain values. The research results stated that the expert validation results for construction suitability, content suitability and readability obtained a percentage score of 85.00% which indicated that the e-LKPD product was valid with the criteria "very high". The average percentage of teacher and student responses was 99.00% and 97.10%, which shows that the e-LKPD product is practical with the criteria "very high". The effectiveness of e-LKPD products in improving critical thinking skills in experimental classes can be seen from the average n-Gain for students of 0.71 in the "large" category with the effect size criteria being in the "large" category.

Teaching Module for Creating Songs with STAD Cooperative Learning Strategy in Music Art Learning at High School in Yogyakarta

This research aims to: (1) produce a teaching module for creating songs with a cooperative learning strategy of the STAD type as a teacher's guide in learning music at high schools in Yogyakarta and (2) determine the feasibility of teaching modules for creating simple songs with a cooperative learning strategy of the STAD type in learning music at high schools in Yogyakarta. This research is a type of research and development with the ADDIE development model developed by Dick and Carry. The subjects in this study consisted of expert validators, teachers and students. The trial design in this study consisted of two stages, namely: (1) the preliminary test stage addressed to expert validators and (2) the trial stage addressed to teachers and students. Data collection techniques used validity instruments, interviews and questionnaires. The data analysis technique consists of analyzing product feasibility data, analyzing teacher and learner response data. The results of this study are: (1) a simple songwriting teaching module product has been developed, this module is equipped with a Cooperative Learning learning strategy and a guide to the use of Adobe Audition video tutorials, (2) this module reviewed by two experts, learning experts with a final score of 78% with the category “Feasible” and material experts with a final score of 83% with the category “Very Feasible”.

Supervision of Instruction: Teachers and School Heads’ Perspective

The research focused on discovering the tactics used by school heads and the challenges faced when overseeing teaching in selected public secondary schools in Puerto Princesa City Division. The research utilized descriptive, correlation methods. The study included 139 participants, with 124 being teachers and 15 being school heads from the 15 public secondary schools in Puerto Princesa City Division. The researcher collected data from a survey questionnaire they created, the School Improvement Plan (SIP), The data was analyzed using frequency, percentage, mean, weighted mean, ranking, Pearson-r correlation, and t-test methods. The results showed that the school heads’ supervisory strategies focused on enhancing instruction. They informed the teachers about the professional development opportunities that are available to them in certain areas. They frequently conducted their instructional supervision. The most popular functions were giving teachers feedback through performance assessment and evaluation that was constructive and accurate. The mentoring abilities of the school heads, along with the passive and uncooperative behavior of teachers, hindered their ability to supervise instruction effectively. The school heads’ instructional supervisory strategies were influenced by the frequency of instructional supervision provided to teachers, as they focused on developing, adopting, and implementing programs for instructional improvement, learning assessment, and teacher improvement. The research suggests that during mentorship sessions, school administrators should provide teachers with advice, specifically focusing on teaching techniques and the discovery and use of educational materials; Within the school improvement initiative, it is critical for school heads to establish or modify a program based on research. School administrators need to collaborate with expert teachers to evaluate and improve the curriculum in order to address the unique requirements of the community.

Communicative Competence and the Speaking Performance among Senior High School Students

This study was conducted to determine the relationship between communicative competence and speaking performance among senior high school students. Using a descriptive-correlational research design, thirty (30) Grade 11 STEM students from Padre Garcia Integrated National High School during the academic year 2023-2024 were selected as respondents of the study. Five expert teachers validated the instrument. The test questionnaires were used as the primary instruments to evaluate communicative competence among participants. The questionnaire consisted of a test aimed at gathering data regarding participants' communicative competence and a rubric to test speaking performance. Statistical tools such as frequency, percentage, and Pearson R were utilized to test the relationship of the independent and dependent variables. Hypotheses were tested and the findings revealed the following information: the hypothesis that there is no significant relationship between communicative competence and the speaking performance of senior high school learners is accepted. Having all those findings, this study recommends diversifying instructional strategies in enhancing sociolinguistic and strategic competence; conducting Focus Group Discussion (FGD); integrating speaking skills development across the curriculum and implementing cross-domain training. Future researchers may conduct a study on communicative competence and speaking performance of senior high school on a large scale such as regional or national level.

고교학점제 도입에 따른 학생부종합전형에 대한 교사 및 입학사정관의 인식 분석: 세부능력 및 특기사항 기재 및 평가 방식 중심으로

Objectives This study aims to explore more effective methods of documenting and evaluating detailed competence and special activity records in the student comprehensive evaluation system following the introduction of the high school credit system. Through in-depth interviews, the research investigates the challenges faced by teachers and admission officers in writing and assessing these records. Methods To this end, in-depth interviews were conducted with 10 expert teachers experienced in college admissions guidance and 13 current and former admission officers. The interview questions included topics such as the current state and improvement directions of documenting detailed competence and special activity records in the student comprehensive evaluation system, the anticipated changes in documentation following the introduction of the high school credit system, and the essential evaluation elements required for detailed competence and special activity records. Results The analysis of teachers' and admission officers' perceptions regarding the student comprehensive evaluation system following the introduction of the high school credit system revealed opinions categorized into five key aspects: perception, current status, limitations, support, and solutions. This analysis uncovered the difficulties in documenting and evaluating detailed competence and special activity records within the student comprehensive evaluation system. Furthermore, the need for future support mechanisms and effective utilization methods for documenting these records following the introduction of the high school credit system was identified. Conclusions Firstly, there is a need to enhance teachers' abilities in curriculum management and lesson design. Secondly, urgent improvements are required in the documentation of detailed competence and special activity records to ensure fairness in the student comprehensive evaluation system. Thirdly, institutional supplementation is necessary to evaluate a broader range of experiences to avoid overlooking students with high potential, especially due to the reduction in student record documentation.

Teachers’ Collegiality: A Professional Development Tool for Algerian Novice Teachers

Abstract Introduction: This research aims to discover the role of collegiality, as one of the internationally recognized tools for continuous professional development, in the professional growth journey of both novices and experts to give an insight into how effective, forming and maintaining healthy positive relationships, is to novice teachers per se. Methods: The research used a mixed-method approach to investigate the research questions. It included 18 teachers from the Department of English, Blida2 University; 8 novices, and 10 experts. The research used two questionnaires; one dedicated to novices to discover the role of collegiality in their professional development and the second one to experts to investigate the contribution of collegiality in their journey of professional growth and skill development. Results: In line with the data gathered, the results indicate that teachers’ collegiality is reasonably favorable by novices and highly recommended by expert teachers. Discussion: Novices tend to maintain positive relationships in the workplace as they believe they would expand their knowledge and skills repertoire and help them cope with the exhaustive emotional turmoil of stress and discomfort the new profession’s burden unfolds on them. Expert teachers, despite expressing not having benefitted particularly from collegiality in their professional development journey, tend to support and advocate for it for novice teachers today. They also tend to see themselves as responsible for the various pedagogical and psychological help they provide for novices to facilitate the challenging journey they face. Limitations: Despite its general concern among all teachers from different fields, the research was limited to a convenient sample from the Department of English, Blida2 Lounici Ali University. Conclusions: The research on collegiality adds to the literature on continuous professional development tools and is informative to teachers of all levels to invest in their collegial relationships for the pedagogical and psychological accompaniment of novice teachers per se.

텍스트 마이닝 기법을 활용한 국어교육 평가 연구의 동향 분석

Objectives This study analyzed KCI-registered academic articles using text mining techniques to interpret the trends of research related to language education evaluation. Methods For this purpose, a total of 206 articles from January 1, 2000 to July 15, 2024 were collected from RISS and KCI, and after supplementing the abstracts, data preprocessing was performed, and finally, a total of 1,955 words were targeted for topic modeling and network analysis. Results As a result of the analysis, 10 topics were extracted and themes were extracted by topic. The themes of each topic in the research on Korean language education assessment are: improvement of Korean language teaching through assessment, school-centered Korean language assessment system, theoretical approaches to the content of Korean language assessment, development of Korean language assessment items, domain-specific characteristics and content of Korean language assessment, Korean language writing assessment, process- oriented Korean language assessment, national-level Korean language academic achievement assessment, importance and implementation of Korean language performance assessment, and assessment expertise of Korean language teachers. Conclusions The research on assessment in Korean language education tends to focus on changes in Korean language assessors' perspectives and teaching innovations, the characteristics of assessment in different areas of Korean language, research centered on writing assessment, the expansion of national-level assessment to unit school-level assessment, and theoretical research on assessment in Korean language education based on practicality.

Expert and Novice Teachers' Cognitive Neural Differences in Understanding Students' Classroom Action Intentions.

Teachers' intention understanding ability reflects their professional insight, which is the basis for effective classroom teaching activities. However, the cognitive process and brain mechanism of how teachers understand students' action intention in class are still unclear. This study used event-related potential (ERP) technology to explore the cognitive neural differences in intention understanding ability among teachers with different levels of knowledge and experience. The experiment used the comic strips paradigm to examine the ability of expert and novice teachers to understand students' normative and non-normative classroom actions under different text prompts ("how" and "why"). The results revealed that in the late time window, expert teachers induced larger P300 and LPC amplitudes when they understood students' classroom action intentions, while the N250 amplitudes induced by novice teachers in the early time window were significantly larger. In addition, for both types of teachers, when understanding the intentions behind students' normative actions, the N250 amplitude was the most significant, while the P300 and LPC amplitudes were more significant for non-normative actions. This study found that teachers at varying professional development stages had different time processing processes in intention understanding ability, which supported teachers' brain electrophysiological activities related to social ability.

Scoring Difficulty in Summary Writing Assessment: Toward the Reconstruction of Analytic Rubric

This study aims to examine whether differences exist in the factors influencing the difficulty of scoring English summaries and determining scores based on the raters’ attributes, and to collect candid opinions, considerations, and tentative suggestions for future improvements to the analytic rubric of summary writing for English learners. In this study, seven trained raters with diverse attribute backgrounds evaluated two kinds of English summaries written by Japanese university students using the analytic rubric with three evaluation items. A questionnaire was used to determine which of the three items were difficult to assess and why the raters perceived such difficulty, as well as what backgrounds and factors influenced their scoring decision-making. Moreover, through the raters’ most recent experience, candid comments were collected for developing future rubrics. The results showed that whether the evaluators’ attributes affected the difficulty of the evaluation was not clear. However, depending on the raters’ experience in teaching English/assessing summary writing, requests for improvements in the descriptors of the evaluation items and in the rubric emerged. This study proposes a tentative analytic rubric for summary writing, providing a foundation for constructing a rubric that can be used more easily by future raters. It also highlights the opinions of expert and novice teachers conducting summary evaluations in education.

The teacher’s role in teaching reading comprehension skills to Grade 9 English Home Language learners

Background: The high number of poor-performing learners in reading comprehension in South African schools is a concerning factor that calls for studies to mitigate this problem. The Progress in International Reading Literacy Study (PIRLS) of 2021 indicates that about 81% of South African Grade 4 learners who participated, failed to reach the required benchmark in the test. Research indicates that teachers are not conversant with theory and explicit teaching of reading comprehension strategies.Objectives: This study aimed to investigate the role played by teachers in developing Grade 9 learners’ reading comprehension skills in English Home Language and establishing which reading comprehension skills and strategies are taught to learners.Method: This study used a qualitative approach. Four data sets were utilised to collect data including a document analysis, a questionnaire for learners, interviews with teachers of English and lesson observations.Results: The findings of the study show that there is little guidance on how to teach reading comprehension skills. It also emerged that instead of teaching reading comprehension skills, teachers merely ‘test’ learners’ answering skills.Conclusion: This study suggests that there is a need for re-training and assisting teachers in explicitly teaching reading comprehension skills to learners. Learners may benefit from the enhanced expertise of teachers and become more proficient in reading comprehension.Contribution: The study has provided invaluable insights into the current teaching practice of comprehension skills with actionable insights for teachers, teacher educators, and policymakers to support learners’ academic success and bridge the gap between praxis and theory.

Primary school teachers’ knowledge for teaching multiplicative thinking

Multiplicative thinking is important for students’ learning of key topics in mathematics such as algebra, geometry, measurement, fractions, statistics, and probability. This study employed an embedded mixed-method approach to investigate primary school teachers’ pedagogical content knowledge for developing multiplicative thinking in students. The study participants (n = 62) were primary school teachers in Australia at different levels of teaching experience, from preservice teachers to novice, experienced, and expert teachers. Teachers completed a carefully designed questionnaire, and a model of Teacher Capacity was the framework for instrument design and data analysis. The investigation in this research focused on three key teaching stages for developing multiplicative thinking: transitional, multiplicative, and proportional reasoning. Estimated marginal means, pairwise comparison, and regression analysis statistical tests were conducted using SPSS 2.0. The results highlight specific areas requiring attention in teacher professional development and preparation programs to enhance teachers’ capacity to effectively support students’ learning and development around multiplicative thinking. For example, there is a need to enhance teachers’ capacity for multiplicative thinking during transitional teaching and the need to emphasize the development of teachers’ knowledge of students and the design of instruction.