The theoretical models of teachers’ knowledge bases, as developed by Shulman (1987) and Turner-Bisset (1997, 1999), do not overtly support Elbaz’s (1983), Lampert’s (1984) and Nias’ (1989) earlier suppositions that a teacher’s knowledge of self influences their pedagogic work. A review of the empirical literature produced by Connell (1985), Sikes, Measor and Woods (1985), Weber and Mitchell (19...

This study examines the collaborative professional development (CPD) of three pairs of mentor teachers and pre-service teachers in a junior high school. Of particular focus is the integration of technology into instruction, by using technological pedagogical and content knowledge (TPACK) to evaluate professional development. A qualitative research method based on classroom observations and focu...

In the context of the current debate about teaching reading, research to ascertain primary teachers’ personal and professional reading practices was undertaken. The study explored teachers’ reading habits and preferences, investigated their knowledge of children's literature, and documented their reported use of such texts and involvement with library services. Questionnaire responses were gath...

A growing number of projects, many funded by the National Science Foundation, have begun to combine research in mathematics education with psychometric models. Promises of such research include: (a) new insight about the distribution of mathematical knowledge in large populations, (b) empirical links between teachers’ mathematical knowledge and students’ achievement, (c) the development of meas...

Introduction The profound implications of teachers’ mathematical knowledge for the quality of the learning opportunities that teachers can offer to their students (e.g., [2]) justifies, at least in part, the growing research focus on teachers’ mathematical knowledge. This research has given rise to the notion of Mathematics for Teaching (MfT) [3], [4], which describes the body of mathematics th...

Professional development (PD) is essential for primary school teachers to meet the demands of the education system. Quality PD is aligned with classroom conditions, school contexts and teachers’ daily experiences. The purpose of the study was to explore primary teachers’ experiences of a 6-week physical education professional development programme (PE-PDP). A single school case study was employ...

In this paper, we address the question if teachers’ collaborative research can produce practicebased knowledge relevant beyond the borders of the local school context. It has been argued that teachers’ collaboration in professional learning communities (PLC) are aiming at practical innovations and change foremost in teacher learning, and thereby do not strive to create public practical knowledg...

The Center for Learning Technologies in Urban Schools (LeTUS) is implementing a professional development program for science teachers to enact science curricula in a systemic reform initiative. This paper proposes a design approach for professional development in science education as a valuable way to re-conceptualize the process of fostering teacher learning. The paper presents an argument tha...

This study aims to examine the promise and problems of learning progression-guided interventions of an important science topic: using the knowledge of photosynthesis and cellular respiration to explain plant growth. In particular, a Learning Progression Framework (LPF) was developed to describe the conceptual change from force-dynamic reasoning that frames phenomena in terms of plants using ena...