This paper presents Irish-medium immersion (IMI) teachers' perceptions of their development of content knowledge of language (CK-L) and pedagogical content knowledge of language (PCK-L) as a result of engaging in form-focused professional development (PD) which combined both content knowledge and pedagogical learning outcomes. An intervention,…

With the 2015 change in science standards to align more closely with the Next Generation Science Standards, as the district STEM coach, I saw a need for professional development that addressed the lack of understanding and skill needed to teach the Science and Engineering Practices, specifically the practice of Scientific Augmentation. This…

We report on the differences in mathematics learning environments in classes taught by certified Elementary Math Specialists (EMSs) (n = 28) and their peers (n = 33) as determined by observations of instruction. We used path analysis to examine how variables such as mathematical knowledge for teaching, beliefs, and background characteristics were…

This study explores the changing landscape of technology teacher education, in relation to the increasing integration of digital content, especially programming, in teacher education for grades 4-6 (pupils 10-12 years old) and how student teachers in Sweden perceive this content. Limited research exists on student teachers in technology,…