In Physics Education Research (PER), Hake's learning gain is widely used to measure students' improvements. As learning gain tries to emphasise students' progression in learning, in the same manner, we used teaching gain to measure the trend in changing teaching practices. To define teaching gain, we referred to teachers' development of new habits of mind and practices when they start to adopt the ISLE approach in their classrooms. We report the results from the analysis of case studies of eight Physics teachers involved in an in-service training program, which guided them to reflect on and change their tasks of teaching.
