This literature review examines how mathematics education uses the Technology, pedagogy, and content knowledge (TPACK). This study examines how TPACK affects mathematics classroom instruction, student engagement, and learning outcomes. A detailed examination and synthesis of pertinent publications over the last decade will accomplish this. The…

Education administrators expect teachers to participate in professional learning. Traditional professional learning for teachers comes in workshops, professional learning communities, meetings, conferences, self-guided professional development, coaching, and courses (Bill & Melinda Gates Foundation, 2014). Teachers are dissatisfied with this…

Little is known about the way that teachers cope with the formalisation of professional inquiry in New Zealand. Despite its systemic implementation as an accountability-driven initiative to improve the quality of education, there are varied interpretations and enactments of professional inquiry. In this article, we will explore one teacher's…

This paper explores the evolving landscape of informatics education in European primary and secondary schools, analysing academic and grey literature to define the state of play and open questions related to 'high-quality informatics education'. It underlines the strategic importance of promoting high-quality informatics education to prepare…

This study assessed the level of awareness of Specific Learning Disabilities (SLDs) among schoolteachers in Ethiopia. A descriptive quantitative research design was adopted with a survey method that used a questionnaire. Data were collected from a total of N = 305 schoolteachers (age: M = 24.8, SD = 7.4, range 18-55 years; Male = 150; Female =…

'Why study the arts at school?' This book offers a fresh perspective on this question. Informed by rigorous research, the book argues that the arts help young people to develop key skills, knowledge and practices that support them to become both critical appreciative audiences and socially engaged cultural producers. Drawing on a three-year study…

Teacher collaboration is an increasingly important aspect of the professionalism of teachers: it is a way to reflect on and improve teaching practices. Teacher collaboration has been associated with teachers' professional growth and an increase in self-efficacy. However, policy makers and educational leaders must understand which structures of…

The policy landscape around curriculum selection and implementation is thorny: the federal government cannot mandate any state or local curricula, state policy varies widely, and local schools and districts often lack the capacity to support and sustain detailed reviews of materials and ongoing teacher training in quality curricula. Cultural and…

To engage interests and connect with 21st-century learners, educators must be able to effectively use technologies in their classrooms. The problem this study addressed was the limited understanding that language arts educators in urban school districts have of effectively using technological tools while teaching digital literacy. The purpose of…

The UNICEF-Akelius Digital Learning Initiative ('the Initiative') is one of the largest and longest-standing digital learning initiatives implemented by UNICEF. Launched in 2018 and continuing through 2024, this initiative spans various educational settings across 12 countries. Its primary focus is to improve education outcomes through digital…

This dataset focuses on the impact of Continuous Professional Development in Teaching and Learning Mathematics and Science (CPD-ITMS), offered by the Rwanda Quality Basic Education for Human Capital Development (RQBEHCD) Project, Subcomponent 1.2. The provided training aimed to provide essential assistance to teachers in upper primary and lower…

Purpose: This paper aims to propose a conceptual framework for integrating information and communication technologies (ICT) into teaching practices for educators in rural Ghana lacking computer and internet access. Bridging the rural-urban digital divide is critical for equitable quality education. This research identifies distinct infrastructure,…

This study examines the current challenges and dynamics surrounding the professional development (PD) needs of teachers and principals in public secondary schools in Abia State, Nigeria. Employing a quantitative research methodology, this investigation encompasses a populace comprising public secondary school principals and teachers in Abia State,…

Teacher shortages continue to be a challenge for state policymakers, and while national media coverage paints a picture of widespread shortages, a closer examination reveals that shortages tend to be concentrated in specific subjects and schools. The primary policy response to shortages is often to recruit more teachers, but research demonstrates…

Teacher professional development is complex, and despite evidence from randomised controlled trials about key factors influencing this process, there is little research about how abilities prior to initial teacher training (ITT) influence early classroom practice. In England, many schools face teacher recruitment and retention challenges and…