This study investigated the extent to which teachers’ learning of Technological Pedagogical Content Knowledge (TPACK) has an impact on their classroom practices. The study involved 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania. During the study, teachers participated in training about TPACK and later on joined in teacher design teams to design and teach techn...

This study examines how the beliefs of Chinese in-service teachers regarding knowledge and knowledge acquisition influence their instructional classroom practices in junior secondary schools directly or indirectly through their conceptions of teaching and learning. The results indicate that the factor of learning effort/process is highly valued by Chinese in-service teachers in their epistemolo...

We report on a study on the ways leading teachers in secondary schools use social networks while interacting with their students. We undertook in-depth interviews with five leading teachers, and analyzed logs of interactions in order to identify teaching practices combining social networks. One teacher considerably strengthened her traditional teaching practices to control students according to...

BACKGROUND Since 2010, the Faculty of Medicine at Finis Terrae University implemented a training program aiming to train health professionals in effective educational practices. AIM To evaluate the effect of training in teachers who are in charge of planning courses, conducting classes and learning assessment. MATERIAL AND METHODS Quality of planning, lecture performance and academic perfor...

An experimental study was conducted at five colleges to investigate the extent to which college teachers modify their instructional practices after receiving student feedback. Variables included teaching experience, sex, and self-ratings of the instructor, as well as course subject area. On the basis of equilibrium theory, a major hypothesis of this study was that student ratings would produce ...

Some schools do not have local formal work environments enabling learners to interact with members in community of practice. This is noticeable in schools in developing countries, including the north eastern Zambezi Region of Namibia, where the study took place. To close the gap in which trainee science and mathematics teachers who were the participants failed to contextualize teaching and lear...

In the present research, we evaluated the effectiveness of a multi-year professional development program in mathematics for elementary teachers. Each year the program focused on a different domain of mathematics. We found the program increased teachers’ knowledge of (a) number and operations, (b) measurement and geometry, and (c) probability and statistics. We also examined the relation between...

This paper provides a process evaluation of a 6-day teacher training programme which forms part of a sexuality education project. The training aimed at providing teachers with the necessary knowledge and skills to effectively teach a 16-lesson Grade 8 (14 year olds) life skills curriculum consisting of participatory exercises on sexual reproductive health, human immunodeficiency virus (HIV), se...

In this paper, we report on the findings of two surveys, one year apart, into the experiences and attitudes of teachers in a university English-teaching unit to the prospect of a curriculum increasingly mediated through information technology. The responses bear witness to the problems teachers experienced in attempting to computerise their pedagogical practices, and show how issues of technolo...

Research on teachers’ (personal) theories and beliefs and their (practical) knowledge derived from experience, whether held implicitly or stated explicitly as their personal practical theories (PPTs), indicates that such beliefs can influence teachers’ classroom practices and, therefore, the opportunities that their students have for learning. This study uses a content analysis of 472 self-repo...