In this paper we reflect on data from two research projects in which inclusive practice in schools is at issue, in the light of wider field experience (our own and others’) of school and teacher development. We question what we understand to be relatively common, implicit policy assumptions about how teachers develop, by examining the way in which teachers are portrayed and located in these pro...

Claims about teachers’ potential to influence change tend overlook that educational outcomes arise from complex, situated practices of many actors including teachers. This article introduces a tool for Teachers’ Reflection on their Agency Change (TRAC) empirical analysis teaching as collective activity designed ‘track’ the diverse teacher agency, but not limited student attainment, while accoun...

Currently, politicians, university representatives, scholars and leading NGOs share a strong belief in the ability of educational systems to generate positive attitudes to sustainable development (SD) among citizens, with the idea of Education for Sustainable Development (ESD) as perhaps the most apparent expression of this conviction. The aim of this paper is to investigate whether ESD might h...

Teachers’ interpersonal behavior in class is important for teacher and student emotions. Often the same rater (either or students) used to assess both perceptions of emotions, which makes it vulnerable common-method bias. Including other perspectives on has been proposed as a solution, but unclear what extent different are correlated how separate their shared unique variance explaining Behavior...

In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogic...

Lost in Translation? Teacher Training and Outcomes in High School Economics Classes Using data on 24 teachers and 982 students from a 2006 survey of California high school economics classes, we assess the effects of student and teacher characteristics on student achievement. We estimate value-added models of outcomes on multiple choice and essay exams, with matched classroom pairs for each teac...

Curriculum policy in many countries has been subject to a distinct shift in emphasis in recent years (Priestley & Biesta, 2013). Following two decades of centralised direction of the content (and even the methods) of the curriculum, there has been a shift to curricular models which emphasis local flexibility in curriculum-making, positioning teachers as autonomous developers of the curriculum. ...

there is a growing interest among the higher education principals and policy makers to improve teacher evaluation methods and more important than that to use the evaluation data. a number of research studies implied the ineffective instruction of esp courses in iran (atai, 2002; eslami, 2005; hayati, 2008; ahmadi, 2008; sherkatolabbasi & mahdavi, 2012; boniadi, ghojazadeh & rahmatvand, ...

Artikkelissa tarkastellaan opettajaopiskelijoiden kielitietoista toimijuutta ohjaustilanteessa, jossa he tukevat etäyhteyksin eri-ikäisiä monikielisiä oppijoita. Ennestään tuntemattomien monikielisten oppijoiden ohjaaminen oli opettajaopiskelijoille uusi ja haastava tilanne pandemiakriisissä vuonna 2020. Tutkimuksen aineistona on yhdentoista opettajaopiskelijan ohjaustehtävästä kirjoittamat rap...