In the following literature review, I set out to show an analysis of the main developments regarding the study of in-service English teachers' (IELTs) knowledge. In the first part, I trace scholarly work regarding the topic at the national and international levels. I bring up both poststructuralist and decolonial perspectives to problematize the…

Systematic reviews and meta-analyses of the research literature on continuing professional development and School Improvement demonstrate that teachers who have the opportunity to develop "knowledge of practice" by integrating theory and practice have a positive impact on student attainment. It is argued in this article that we have…

This paper draws on recent reports and articles concerning vocational education and training which in 2014 aim to offer a theoretical underpinning for vocational pedagogy and one that promotes a greater understanding of how the "practical knowledge" within vocational education and training can be developed through a consideration of…

Stenhouse's original vision of teacher research incorporated a strong emphasis on curriculum construction, interpretation and evaluation. This curricular emphasis is less prevalent in the present in the dominant "professional development" and "what works" traditions of teacher research. It is shown here, however, that this…

Two different strands of evidence coalesce to give rise to the issue of concern in this paper. Firstly, proposals for educational reform assert that teacher-agency is necessary for "effective" reform. Indeed it is argued that it is agency which drives the construction/reconstruction of professional knowledge, to influence and transform…

This paper focuses on theory and practice in multicultural education as it pertains to the preparation of preservice teachers. The literature reviews the history and definition of multiculturalism and investigates multiple theoretical frameworks around the ongoing debate and issues of multicultural education. Teachers' perceptions of multicultural…

The current chapter focuses on philosophical and scientific developments in the assessment of teacher knowledge. The goal is to provide an overview of major developments in the assessment of teacher knowledge and to illustrate those developments with representative and significant efforts. The authors made evaluative judgments of importance based…

The implementation of open educational resources (OER) at the course level in higher education poses numerous challenges to education practitioners--ranging from discoverability challenges to the lack of knowledge on how to best localize and utilize OER as courseware. Drawing on case studies of OER initiatives globally, the article discusses…

This paper provides a review of oracy in primary education (5-11) in England. It discusses the nature of talk, acknowledging it as integral to the learning and teaching process and traces the history and development of the place of oracy within the curriculum. The article provides a critique of related policy initiatives including various…

The growth of teachers' professional knowledge and skills has been the topic of policy, research, and even philosophy for many decades. The assessment of English Learners (ELs), a more specific concern, has become an interest of the educational community in just the past 40 years (e.g., Harris, 1969). The authors' task in this chapter is to…

Continuing professional teacher development (CPTD) is generally accepted as an indispensable tool for the professional development of technology teachers. The current theoretical framework for CPTD comprises a variety of models. However, criteria underpinning these models are not explicit. If, in turn, the criteria were explicit, it could serve as…

This paper presents a comparative critique of key education and teacher education policies in England adopted by New Labour (1997-2010) and the Coalition government (2010-2015). It focuses on direct measures intended to alleviate the effects of poverty on young people's educational outcomes, and on teacher education policies with implications for…

This paper traces long-standing philosophical, sociological and political tensions that have been at the core of narratives about state-funded teacher education, since its inception in England. These tensions are still visible today in debates around the professional knowledge of teachers, such as those described in Furlong (2013).…

It is the aim of this investigation through literature review to identify teacher characteristics that may best promote social capital in students, thereby improving their ability to succeed in society. This review defines success as the procurement of a career-aimed occupation or a prestigious occupation. Consequently, it intends to (a) provide a…

A number of science education policy documents recommend that students develop an understanding of the enterprise of science and the nature of science (NOS). Despite this emphasis, there is still a gap between policy and practice. Teacher professional literature provides one potential venue for bridging this gap, by providing "activities that…