The basis of the research is Ikujiro Nonaka and Hirotaka Takeuchi’s knowledge management theory so as to develop junior high vocational teachers’ knowledge management platform and to provide the practical training community the mechanism for the dialogue space and knowledge sharing. Therefore, it could assist the vocational teachers to make good use of the critical knowledge of teaching, admini...

In the summer of 2009, a professional development partnership was established between the Peoria Public School District (PPSD), a local education agency (LEA), and Illinois State University (ISU) to improve geometric and trigonometric knowledge and skill for high school mathematics teachers as part of the Illinois Mathematics and Science Partnership (MSP) grant, which was funded by the Federal ...

Science, technology, engineering, and mathematics (STEM) professional development for K–5 teachers often includes engineering design as a focus. Because engineering applications provide perspective to both teachers and their students in terms of how mathematic and scientific principles are employed to solve real-world problems (Baine, 2004; Roden, 1997), there is great interest in using enginee...

What types of activities should professional development programs include to revise and extend high school teachers’ mathematical and pedagogical knowledge? We propose a route to engage high school teachers in an inquiry approach to reflect on their current practice and to construct hypothetical learning trajectories that can eventually guide or orient the development of their lessons. In this ...

Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technolo...

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. ...

STRIVE is an ongoing professional development project for beginner secondary mathematics teachers, which operates in one of the poorest and most educationally challenged parts of California. We take a multifaceted approach to training and supporting the participating teachers. We train them in mathematics content and pedagogy, observe and advise them, and have them engage in self-designed proje...