It is indicated that research on professional development programmes (PDPs) for mathematics teachers mostly concerns whether a programme affects the teachers' practice or student learning, while the teachers' learning is treated as a "black box." Calls have been made for a shared body of knowledge on teachers' professional learning and…

Teacher knowledge building (TKB) is indispensable for teachers' continuing professional development (PD). However, studies on how teacher knowledge is built and how to facilitate this process are scarce. In this study, we critically reviewed the existing literature on TKB since 2016, focusing mainly on in-service teachers working in K-12 school…

An important way to address the literacy needs of English learners (ELs) is to ensure that ELs receive evidence-based literacy instruction and intervention. To support teachers' implementation of this instruction and intervention, it is necessary to provide effective professional development (PD). In this systematic review, we synthesized 19…

An important way to address the literacy needs of English learners (ELs) is to ensure that ELs receive evidence-based literacy instruction and intervention. To support teachers' implementation of this instruction and intervention, it is necessary to provide effective professional development (PD). In this systematic review, we synthesized 19…

The technology, pedagogy, and content knowledge (TPACK) framework describes seven domains of knowledge that teachers rely on for teaching with technology. The framework includes an eighth element labelled "contexts," representing the situated nature of instruction. This latter construct has been inconsistently represented and defined…

This document summarizes a review of research, evaluation, resources, and stakeholder knowledge related to the topic of remote support for English Learners. Databases used for conducting this review included Google Scholar, ERIC, and JSTOR. Search terms used include but are not limited to "remote learning support English learners";…

This meta-synthesis aims to address themes and codes of pedagogical content knowledge (PCK) studies in science education. The PCK studies in science education were synthesized and systematically analyzed. A total of 12 studies were examined via the criteria. Three main themes were identified: the development and engagement of the PCK, the…

There is considerable concern regarding our nation's literacy skills. Research has repeatedly shown that the literacy trajectory is well established very early in the school career. Early childhood educators (ECEs) have the ability to influence a child's literacy skills provided they have the required knowledge and tools. Professional development…

Teachers have an important influence on pupils' academic progress, yet the quality of teaching varies widely. Policymakers, school leaders, and teacher educators therefore face the challenge of designing and commissioning professional development (PD) to help all their teachers become as effective as the best teachers. In the last two decades, a…

This study reports on findings from a critical literature review, from 2004 to 2014, in relation to the positioning of beginning teachers' professional learning during induction. The study uses theoretical frameworks drawn from competing discourses: an instrumental standpoint based on performativity and a dialectical standpoint based on a…

The Australian Curriculum (ACARA, 2016, v.8.2) acknowledges that gifted and talented students are diverse and require educational provisions that meet their special needs. However, without professional learning in gifted education, teachers are ill-equipped to understand, identify and provide for gifted students. This paper reviews the literature…

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…

Quality inclusive physical activity (PA) programmes have demonstrated vast benefits for individuals with (e.g.) and without disabilities. For example, among people with disabilities, PA participation is related to enhanced social inclusion, reduced risk for secondary health conditions, optimised physical functioning, and improved overall…

The article draws on a series of qualitative studies undertaken between 1997 and 2014 in order to contribute to knowledge of, and debate about, Religious Education(RE) and professionalism from the perspective of teachers of RE. The findings of research undertaken with successive cohorts of English trainee and newly qualified teachers is used to…

Utilizing a complex theory of teacher learning and practice, this chapter analyzes ~120 empirical studies of content teacher development (both preservice and in-service) for working with multilingual learners as well as research on content teaching for multilingual students. Our analysis identified three dimensions of quality content teaching for…