Providing students in urban settings with quality teachers is important for student achievement. This study examined the differences in content knowledge, attitudes toward mathematics, and teacher efficacy among several different types of alternatively certified teachers in a sample from the New York City Teaching Fellows program in order to determine teacher quality. Findings revealed that hig...

the purpose of this study was to review and compare the views of two experts in the field of basic teaching knowledge and teachers knowledge, lee shulman and gary fenstermacher. shulman forms of teaching knowledge include: propositional knowledge (subject), strategic knowledge and strategic knowledge. shulman basic knowledge of teaching and teachers knowledge, including classes, such as: conten...

OBJECTIVE Training teachers and education professionals on diabetes is crucial for full-time monitoring of diabetic children in schools. The objective of this study was to assess the knowledge on diabetes in a group of school teachers in Turkey. METHODS Between November 2010 and November 2011, 1054 teachers from three regions of Ankara were given a questionnaire to assess their knowledge on d...

Preparing preservice teachers for ICT integration in the classrooms is a key focus for many teacher education institutes. This paper examines the perceived development of preservice teachers in terms of their technological knowledge, pedagogical knowledge, content knowledge and the synthesis of such knowledge, i.e., the technological, pedagogical, and content knowledge (TPACK). A questionnaire ...

Teacher professional development, as a burgeoning term, has attracted a surge of interest in English language teaching. In second language (L2) professional development, the common orthodoxy has been one which considers teachers as that of knowledge consumers. It is commonly argued that top-down approaches to teachers’ professional development has done little to maximize teachers’ professionali...

This paper explores how teachers in schools share their knowledge, experiences, and ideas; what are their preferences in knowledge sharing practices; what tools they use, and what problems they face in sharing knowledge. Unstructured interviews were conducted to gain an in-depth understanding of the perceptions of teachers. Teachers saw sharing with colleagues as a way to increase their learnin...