Teachers' decision-making and pedagogical reasoning often become visible in their lesson planning sessions. This study explores how the professional learning opportunities presented by teacher-facilitator interactions in planning sessions. By tracing shifts in teachers' discourse in planning sessions, we examine the development of their…

Through design-based research, this study examines a digital badging system to support online, independent teacher Professional development (PD) in Science, technology, engineering, and math (STEM) subjects. Sociocultural learning theory, in conjunction with the mediation triangle, provided a lens through which digital badging systems were…

The nature of knowledge and how it is developed have been debated in philosophy and research for centuries. In the literature on teachers' knowledge, two perspectives have been particularly visible. One perspective stresses cognitive processes and deliberate knowledge acquisition. Another perspective stresses the situated nature of teachers'…

Learners come to class with a wealth of knowledge. Working with learner prior knowledge (LPK) is the foundation upon which new concepts get their meaning. Yet some teachers find interacting with LPK complex. Reflecting on practice, particularly within a professional learning community (PLC), has resulted in improvements in teaching. The focus of…

The literature on professional development is replete with studies that utilize survey, interview, and classroom observation data, primarily collected post professional development experience, to explore teachers' knowledge, beliefs, and actions; however, we lack a clear understanding of teachers' learning process and reflections during the…