Selecting and sequencing instructional tasks to facilitate student learning (i.e. content development) is an important skill for physical education teachers. Research has shown that teachers often have little content development following an informing task. In addition, depth of specialized content knowledge (SCK) as expressed by the SCK-index is…

This scoping review examines the literature on teaching Indigenous knowledge and perspectives in Initial Teacher Education (ITE) programmes. The study explores how these programmes integrate Indigenous knowledge and perspectives into their curriculum and pedagogy to prepare teachers to work with Indigenous students and communities. The review…

In this article we introduce a type of teaching scholarship called Lesson Analysis (LA) that helps build instructional knowledge, and an associated genre of writing called Lesson Analysis Manuscript (LAM) that shares this instructional knowledge. We briefly describe the problem LA is intended to solve, as well as key features of a LAM. In LA,…

This paper aims to explore how faculty in business and related fields perceive adaptivity and their own adaptive expertise in a university based in Central Europe. We focused on the qualitatively different ways in which faculty members' adaptive expertise can be conceptualised. Semi-structured interviews were conducted with 31 participants, the…

This paper details a conceptual framework that situates curriculum design for information literacy and lifelong learning, through a cohesive developmental information literacy based model for learning, at the core of teacher education courses at UTAS. The implementation of the framework facilitates curriculum design that systematically,…