The primary aim of Vietnam's new educational program is to enhance students' knowledge and skills through practical learning experiences, enabling them to tackle academic and real-world challenges. However, teachers in Dong Thap province face limitations in their professional competencies. Thus, this study aims to address these issues by examining…

Preparing teachers to teach science consistent with current reforms in science education is a daunting enterprise given a lack of high-quality science professional development (PD) adaptable across various contexts (Wilson 2013). This study examines the impact of a comprehensive professional development program on middle school teachers'…

Background: Despite large-scale interventions aimed at developing literacy skills, children's reading competence levels in South Africa continue to remain an area of concern. In addition, the need to prepare learners for the increased demands of a fast-changing world of learning and working is gaining attention in educational policy and practice.…

RtI refers to a specific set of interventions to support students who struggle to make progress in the general education settings. Fuchs and Deshler emphasized that teachers need to understand the conditions and contextual factors of RtI within a school district that may influence its implementation. Implementing these reforms requires ongoing…

It is vital that in-service teachers transcend their professional knowledge, towards a recurrently developing research base about transformative social justice issues. This paper provides a theoretical lens from a South African education policy perspective on how in-service teachers could develop professional knowledge about transformative social…

Given emerging trends in where, why, how, and to what end English language teachers are being prepared, we argue that greater attention to the design, enactment, and consequences of language teacher education (LTE) pedagogy is critical in order to meet the needs of current and future English language teachers in an increasingly diverse, mobile,…

In 2020, COVID-19 disrupted schooling disproportionately affecting economically disadvantaged learners, students of color, and those living in rural spaces. Nearly three years following its initial onset, the world has entered a "post-pandemic" era. Consequently, all teachers need continued professional support and training related to…

The international trend to develop inclusive systems, has resulted in pressure on national governments to develop policies that promote quality education for all. In 2017-18 Portugal has adopted progressive educational policies with regards to inclusive education, that attempt to reconcile school values, curriculum and pedagogies. This article…

"Heuristic approach" is a teachers' professional development (TPD) method supported by principled practical knowledge (PPK) which focuses on principled practical guidance that develops teachers' capacity in innovative learning designs. This study reports the key features of the design and implementation of a TPD programme aimed at…

Under its democratically elected civilian government, teacher education in Burma was poised for change. The Burmese Ministry of Education, together with their development partners, had ushered in an era of system-wide education reform. This reform redefined the role of teachers, overhauled how teachers were to be trained and supported, and was on…

This study recentres the sociocultural in culturally transforming pedagogic settings whilst foregrounding culturally responsive teaching (CRT). Through a protracted anthropological excavation, teachers' experiences in a culturally diverse integrated high school were explored and interpreted vis-à-vis tenets and precepts of CRT. Findings from…

In a neoliberal political context, educational reform is seen as largely dependent on the individual teacher and his or her ability to continue developing and improving his or her practice with the ultimate goal of improving student outcomes. Professional development (PD) is therefore reliant on teachers to embrace new models of practice, to…

Normative-theoretical discourse in pedagogy calls for transformation in educational approaches towards multilingualism. The key question in multilingual education remains: Can language ideologies be transformed? The present paper investigates how the field of language awareness can contribute to this process and what practical changes and…

The purpose of professional learning is for educators to develop the knowledge, skills, practices, and dispositions they need to help students perform at higher levels. It is not a simple matter to connect the dots between high quality professional learning and student outcomes. However, the theory of action that drives the standards, and indeed…

Over the past decade Aboriginal and Torres Strait Islander studies and perspectives have been mandated across the Australian national curriculum and all teachers are now required to demonstrate strategies for teaching Aboriginal and Torres Strait Islander students and have a broad knowledge of Aboriginal histories, cultures and languages. This…