Neuromyths are distorted ideas from neuroscience about the brain and learning. This critical review synthesized data from nine educational neuromyth studies that: (a) used a specific established measure, (b) were published in English, and (c) sampled qualified (in-service) teachers. The total sample comprised 5,259 teachers from 16 countries on…

What do teachers know regarding word problem-solving in middle school? How confident are they in their knowledge? What do they believe is essential for them to know to teach word problem-solving? These three questions led to the current study in which 57 teachers who teach word problem-solving in middle school were examined regarding three factors…

The knowledge regarding teacher learning processes is fundamental to organising a professional development (PD) programme systematically and effectively. In the study reported in this article, we examined content-related teacher learning processes in the context of inclusive mathematics teaching. We first explain approaches to inclusive…

This study suggests a comprehensive conceptualization of teacher knowledge for teaching early literacy in primary schools. Following the discourse on the professional knowledge of teachers, we argue that teachers' knowledge relevant to support reading and writing at the beginning of primary school education is multidimensional by nature: Teachers…

This article explores the design, implementation, and evaluation of the Passports tool, developed to address the persistent challenge of bridging theoretical knowledge with practical application in Initial Teacher Education (ITE). Grounded in design-based research (DBR), the Passports were iteratively created to integrate academic and professional…

Promoting teachers to lead classroom discourse effectively is a relevant topic for teacher professional development worldwide. This study compares the impacts of two teacher professional development programmes that aim to support teachers in their classroom discourse practices. In one programme, an adaptive and practitioner-led approach was…

This article is for those educators who want to become more intentional in their craft of teaching. The authors introduce eight different pedagogies through their historical lineage, intending for readers to gain an appreciation for, and understanding of, the broader trajectory of educational philosophies, and illustrate how common teaching…

This article discusses how two beginning mathematics teachers mobilize and develop their didactics knowledge, specifically concerning knowledge of statistical content and teaching practice, during a teacher education experience. This work was developed as part of a specialization course for elementary school mathematics teachers, in the subjects…

Braille readers use a braille display and text-to-speech synthesizer while reading and comprehending mathematical expressions and equations. Teachers need to have technological, pedagogical and content (TPACK) knowledge and skills for exploiting the potential of these devices in mathematics education. They have to understand how the use of…

Despite agricultural education's prioritized efforts to increase diversity, people of color remain minimally represented. The overwhelming majority of all School-Based Agricultural Education (SBAE) teachers are White, non-Hispanic. The limitations of SBAE teachers' prior experiences or knowledge base of ethnic and racial diversity could lead to…

This study explores how engineering academic teachers perceive their practical knowledge on learning and feedback. Academic teachers and education directors of different disciplines in an engineering university were interviewed. Responses were analysed using the matrix method and cross-case analysis. Five different profiles emerged that provided…

Using the example of the 1937 Ontario elementary school reforms, this article will make the case for considering pedagogical knowledge as a distinct object in the history of education. In this context, pedagogical knowledge refers to the conceptual and normative aspects of teaching and learning that seek to inform the decision-making of the…

This paper presents the "Mathematics Teacher's Specialised Knowledge" (MTSK) model. It acknowledges earlier contributions to understanding and structuring teachers' knowledge, in particular, the special debt owed to Shulman's notion of "pedagogical content knowledge" and to Ball and collaborators' "Mathematical Knowledge…

This qualitative research presents how a mathematics teacher educator's feedbacks to two lower secondary school mathematics teachers affects their design of hypothetical learning trajectories regarding teaching patterns and their teaching practice. The data comes from a web portal, which was designed as a professional development tool for…

Learning in higher education is often perceived from the standpoint of the students, yet faculty are also learners. To investigate what faculty learn from their interactions with students, the authors analyzed interview data from 40 early post-tenure faculty and learned that (1) faculty approach subject matter differently than students and (2) the…