Critical pedagogies are marginalized in the present common sense about teacher education. This also applies to the global South due to the co-option of conservative thought and neoliberal marketization as part of the present world capitalist system. This development creates unexpected alliances between the local and the global. However,…

This paper contributes to the critical engagement about educational development and its status as a field. The critique focuses in particular on our knowledge and the nature of our knowledge-building. The paper argues that unless we strengthen our knowledge base we will not emerge as a professional field able to engage rigorously and…

The goal of this study is to map the current state of research in the field of metacognition in science education, to identify key trends, and to discern areas and questions for future research. We conducted a systematic analysis of 178 studies published in peer-reviewed journals in the years 2000-2012 and indexed in the ERIC database. The…

The "National Physical Activity Plan", as well as professional and government agencies (NASPE, 2008a; US Department of Health and Human Services, 2000) acknowledge pre-kindergarten (pre-K) children should be part of comprehensive school physical activity initiatives anchored in quality physical education programming. These…

Academics' development as teachers is traditionally considered independently from their development in other aspects of their work, or from their development as an academic holistically. Through the analysis of two previous phenomenographic studies of academics' experiences of: (1) their growth and development as an academic holistically; and (2)…

The use of ICTs (information and communication technologies) in Zimbabwe's teacher education colleges is of paramount importance. The teacher trainees have a dual role to play: learning through ICTs and also learning how to teach through them. Interestingly, the rate at which schools have embraced the use of ICTs is unprecedented, but this has not…

This paper explores the substance of competence-driven changes in teacher education curricula by testing the possibility of using a framework distinguishing between the German pedagogical culture of "Didaktik" and the Anglo-Saxon Curriculum culture to describe the substance of these changes. Data about the perceptions of…

Who educates teacher educators? How are teacher educators educated and prepared for their roles and tasks? This article uses a review of a two-year full-time Diploma in Teacher Education (DTE) for teacher educators in Uganda to engage with these questions. The article begins with a presentation of the Ugandan teacher education context and a…

In this article, issues surrounding the status of special education teaching as a profession are investigated. First, the authors consider what makes an occupation a profession and examine the range of views of professions in American society. Second, the authors describe the evolution and developmental history of three established professions:…

This article is mainly concerned with the capability of trainee teachers to implement learner-centred practice at one of the teacher education institutions in Malawi. The notion of learner-centred education has assumed a positive policy position for teaching and learning in both primary and secondary sectors not only in Malawi, but also in the…

Since the mid-1980s, arts policymakers in Minnesota have positioned "media arts"--defined as the "study and practice of examining human communication through photography, film or video, audio, computer or digital arts, and interactive media"--within the realm of aesthetic education and considered it one of six arts areas. This…

The 2002/2003 Seton Hall University (SHU) ELMP (Education Leadership, Management and Policy) Department objectives included developing a "learning community" or Community of Learners (COL) framework for ELMP to advance a research and scholarship culture and have a "researchable" element. The Department developed a framework and…

Through their own pedagogically oriented inquiry-based learning, teachers become better prepared to support an increasingly diverse student population in their learning.

In this paper, we look backwards to educational development principles and practices as implemented in the 1990s at Chalmers University of Technology, Sweden, and forward to ideal principles and practices for the design of courses for teachers in higher education. The bridge between the two lies partly in an evaluation study, which we will…

Consistent with the conception of teaching as a learning profession, the authors' vision of a professional teacher workforce is one in which teachers do take responsibility for their own learning--their work. Supporting teachers' transition from workers to learners may require learning opportunities of a different type--work opportunities offered…