This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a…

Background: Despite claims made by teachers, teacher educators, and researchers, the dominant U.S. legal and political practice holds that teachers are not full professionals. Denying teachers' full professional status limits teachers' professional autonomy and leaves their work heavily controlled by external authorities. Are these external limits…

Consistent with the anniversary theme of this special issue of ATE, this article offers an overview of 40 years of advocacy for social justice- and equity-centered teacher preparation through three extended examples from the author's own work. Arranged chronologically and shaped by differing policy and political landscapes, the examples represent…

This paper describes a collaborative design for the Finnish Teacher Education Development Programme in a decentralized education system where teachers, schools, municipalities and universities have high autonomy. The development programme was designed by 70 experts from the universities and stakeholders. The research outcomes related to teacher…

The pandemic and its disruption of social dynamics, including school dynamics, necessitates a review of both the proposals for education in situations of confinement and the research that must be carried out to account for exceptional educational situations. It is likely that this pandemic is only the first circumstance that has highlighted the…

This paper shares the voices of six teachers regarding two language awareness projects carried out in one pre-primary and one primary school in Portugal. These projects present innovative practices in teaching young and very young learners to reflect upon language and linguistic diversity and to become aware of world issues (e.g. poverty,…

Different conceptualizations exist about the components of the knowledge teachers need to teach mathematics with professional consciousness, and a researcher needs to describe and assess that knowledge. The fact, however, is that different conceptualizations respond to different needs, and thus, the variety is even a chance to develop the field…

Across the globe, several countries face challenges in teaching foreign language (FL) to students in general and to students with Special Educational Needs (SEN) in particular. In Arab-speaking countries, the challenges are doubled given the lack of a support system, the absence of adequate resources, the challenges associated with teaching FL in…

Today 195 countries exist in the world. The purpose of this review was to provide a global picture of the services and opportunities for individuals with dyslexia. The intent was not to provide an exhaustive review of each topic, but rather to provide examples of what is occurring in different countries around the world. Through an Internet…

In late 2014, higher education leaders and experts in pedagogy were convened by the Association of College and University Educators (ACUE) to develop a scalable and comprehensive program on the essentials of college teaching. The result is ACUE's Course in Effective Teaching Practices in which faculty learn about and implement evidence-based…

There has been an increasing focus in policy and practice on adopting inclusive pedagogy as a way of reconceptualising how schools work with children with special educational needs (SEN). The paper considers the split between knowledge and pedagogy inherent in some dominant strains of "inclusive pedagogy". Drawing on the "knowledge…

If the quality of an education system can never exceed the quality of its teachers, then countries need to do all they can to build a high-quality teaching force. "Teaching Excellence through Professional Learning and Policy Reform: Lessons from around the World," the background report to the sixth International Summit on the Teaching…

The School-to-Prison Pipeline (STPP) is an injurious yet growing system of institutional inequity that funnels young people from schools to prisons. As part of the crisis of mass incarceration, STPP is a dimension of Jim Crow, redesigned. It is a disturbing national trend wherein children are policed out of public schools and into the juvenile and…

As they complete their teacher education degrees, Graduate Teachers should possess knowledge and skills to plan for, and manage, learning programs for their students. Their graduate competencies include designing lessons that meet the requirements of curriculum, assessment and reporting. As they embark on a teaching career that moves them forward…

Within the UK, physical education finds itself, as a curriculum subject, in a contested space with felt pressures from competing discourses and policy areas. This paper contests that over time within this nexus, physical education has become disconnected in four specific ways: from the wider movement culture, from other curriculum subjects, within…