The research presented in this paper is part of the comprehensive CL-Net project (Computer-Supported Collaborative Learning Networks in Primary and Secondary Education) funded by the European Union. The overall aim of the CL-Net project was to examine how knowledge construction and skill building can be fostered in primary and secondary school pupils by immersing them under the guidance of a te...

Any curriculum is a construct of perceived social, political and economic needs developed at a point in time. Given that these needs are in a constant state of flux, the curriculum is subjected to periodical renewal and development processes. Gaining more visibility in the iterations of curriculum documentation is the need for Australians to be more aware of their activities impacting on the en...

Despite widespread calls for reform in undergraduate science, technology, engineering, and mathematics education, effecting lasting change in instructor practice is challenging to achieve. This article describes the results of a 2-yr research study that involved efforts to develop the pedagogical expertise of a group of anatomy and physiology instructors at the college level. Data were collecte...

Research indicates that teachers need preparation in classroom based technology use, but teacher education programs do not prepare them. Nevertheless some teachers are effective with technology in language classrooms. In this paper, the author examines successes and challenges and documents how teachers succeed in developing their own expertise for technology use in language classrooms. Data co...

The purpose of this study was to determine if self-reported teaching style beliefs were different among faculty at a U.S. and an Israeli dental school. Teacher-centered practices refer to beliefs that the teacher holds the subject matter expertise and students are generally passive learners who must be told what to think. Student-centered practices refer to beliefs that students must learn how ...

Recent research has demonstrated a significant disadvantage for rural teachers in a variety of aspects of ICT use. This context provides a backdrop for two professional learning programs designed to support ICT-based pedagogies in teaching science in Victorian rural primary and secondary schools. In both programs the school-based workshops initiated a community of learners supported with online...

Twenty years into democracy, South Africa is still struggling to improve the quality of its education system. The identification of schools that can work closely with universities to mentor student teachers has been suggested as one way in which teacher education can contribute to an improved education system. The article outlines research that was conducted to establish the conditions for the ...

The TPACK framework comprises seven constructs that describe teachers’ technology integration expertise. These TPACK constructs address a theoretical void in the area of educational technology and have been widely adopted by colleges of education for the planning of teacher technology integration courses. This study first describes Singapore pre-service teachers’ TPACK perceptions with respect ...

This paper explores practical strategies that can be used by university teachers to facilitate studentcentered, self-regulated learning. My primary objective as a university teacher is to be directly involved in my students’ efforts by connecting my teaching expertise with their self-regulated learning process. I have developed a strategic alignment model of teaching and learning, which is a pr...

Although teacher education programs have been in existence for a long time, second language teacher education is a relatively recent development. Traditionally, second or foreign language teachers were either native speakers of the target language or had some recognized expertise in the language. To the extent that instructors from either of these two sources had degree work or undertaken other...