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,…

Research (Lloyd, E., and E. Hallet. [2010]. "Professionalising the Early Childhood Workforce in England: Work in Progress or Missed Opportunity?" "Contemporary Issues in Early Childhood" 11 (1): 75-788; Saks, M. [2012]. "Defining a Profession: The Role of Knowledge and Expertise." "Professions and…

As K-12 online learning continues to grow for all student populations, so should knowledge of best practices related to teaching students with diverse learning needs, including students with disabilities. The absence of a strong literature base provides a unique opportunity to explore teacher knowledge in these settings, particularly as they…

Art in Botswana primary schools is taught under the umbrella term Creative and Performing Arts (CAPA), a subject that encompasses various arts disciplines. The arts disciplines are Physical Education, Music, Design and Technology, Home Economics, and Drama and Dance. The subject introduces learners to various disciplinary knowledge, media, and…

Preparation and provision for transition between primary and secondary school get mixed reviews across all subjects. The literature suggests that modern languages is an area deserving particular attention. There are examples of good practice in transition, but the general picture is, at best, patchy. Researchers [e.g. Blondin, C., M. Candelier, P.…

As part of a larger scale research on teachers' beliefs and practices, the present study examined the categories of pedagogical beliefs of novice and experienced EFL teachers (gleaned from the administration of 'Importance of Pedagogical Knowledge Scale' (IPKS)) and their verbal reports through semi structured interviews and stimulated recall, and…

This paper discusses challenges encountered by selected Year Four science teachers regarding their knowledge and implementation of skilful thinking (ST) in their classrooms. ST is a complex concept comprising three elements; specific thinking strategies, habits of mind and metacognitive thinking. Due of the complexity of ST, the implementation of…

This study investigates the 3rd year and 4th year pre-service teachers' evaluations of the practices in teaching English to young learners in terms of 21st century teacher qualifications. Employing a mixed methods design, this study includes the qualitative data that come from semi-structured interviewed questions administered to pre-service…

Teacher transition between year levels is common practice in many primary schools in New Zealand; however, it is not always perceived as an opportunity for teachers' continuing professional development (CPD). This article reports on a case study that explored four primary school teachers' experiences of transition between year levels. The teachers…

This study reports on the development and use of an analytical framework for interrogating the practice of newly qualified mainstream teachers recently graduated from a one-year Professional Graduate Diploma in Education (PGDE) that was informed by a concept of inclusive pedagogy. Inclusive pedagogy is an approach to teaching and learning that…

Sustainability became a regulatory idea of national and international policies worldwide with the advent of the Agenda 21. One part of these policies includes promoting sustainability through educational reform. With the United Nations World Decade for Education for Sustainable Development (ESD), spanning the years 2005 to 2014, all school…

Both in Europe and in North America, teacher education plays a key role in guaranteeing an inclusive school for all and, in particular, is crucial for preparing teachers working with diverse students. However, because of the lack of consistent empirical research in this field, the elements that qualify an effective initial training for teachers…

This study explored teacher questioning as a formative assessment strategy by examining the practices of teachers of English as a Foreign Language in Chinese tertiary institutions. It investigated how teachers deployed questions to stimulate student thinking, uncover students' current level of learning, and allow responses to inform pedagogic…

In a climate where government funding to support a master's-level teaching profession is in jeopardy, it is timely to explore the contribution of research and scholarship to the practice of teaching. This paper reports on an interview study in which the graduates of a professional master's course articulated their learning through reflection on…

This article explores how one specially prepared, accomplished teacher managed dilemmas that arose as she worked to enact responsive language arts instruction with English Learners in a policy context that privileged high-stakes accountability and standardization. Drawing on sociocultural learning theory, the article illustrates how the teacher's…