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…

The Forty Fifth Annual meeting of the North American chapter of the International Group for the Psychology of Mathematics Education was held PME-NA 45 in Reno, Nevada, October 1-4, 2023. The conference theme is "Engaging All Learners." Math learning should be a joyful experience for all students. When students are engaged and inspired,…

Science teacher educators (STEs) have key roles in the educational system through their preparation of pre- and in-service science teachers and in implementing future-oriented policy reforms. Given the complexity and importance of their role, what types of knowledge do STEs need? STEs come from a range of backgrounds and there are few systematic…

The outcomes of an international collaborative project are presented, involving experienced teacher educators and researchers from eight different countries, who engaged in a series of structured discussions on the professional development of teacher educators. We start with an overview of the needs in practice and policy, as well as the research…

Evidence receives elevated attention in teacher education today, and this attention fuels the urge to identify the impact of evidence for teaching. However, this identification turns out to be difficult: Evidence is only infrequently used by teachers to explain or justify action, and this empirically documented situation is argued to be due to a…

This paper argues the need for coherent, holistic frameworks offering insightful understandings as well as viable, connected and synergistic solutions to schools in addressing pressing problems arising from the acknowledged gaps between research, practice and professional development. There is a need to conceptualise a comprehensive conceptual…

This mapping of research on partnership in teacher education provides an overview of themes and analyses problems identified in the studies that were included. The mapping gives a status of research in the field; identifies knowledge gaps and suggests improvements in partnership models. Studies included describe partnerships as complex and…

These Proceedings are a written record of the research presented at the 40th Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Greenville, South Carolina, November 15-18, 2018. The theme of the conference is "Looking Back, Looking Ahead: Celebrating 40…

Since closing the gap between different levels of professional development for teachers has been identified as a particular need in our profession, capturing the results of professional coursework can help teacher educators better understand and meet the unique needs of teachers with different levels of experience. This study examined the effects…

The nature of mathematics teachers' knowledge specific to teaching mathematics [MTK] is of ongoing concern in mathematics education research. This article contributes to our under-standing of this knowledge with particular focus on reflective awareness. It discusses MTK based on ways it has been used in research. It highlights reflective awareness…

Teachers' professional learning can be enhanced by positioning teachers as practitioner researchers and professionals who are capable of generating change within their local educational communities. In this article a teacher's story is used to show how teacher knowledge was developed and how teachers designed research questions, gathered evidence…

This paper analyzed elementary teacher education (hereafter 'TED') programs in the top performing European (TIMSS) countries to help inform future elementary TED policy in the Kingdom of Saudi Arabia. Methodological emphasis revolved around how much emphasis should be placed on general content knowledge (GCK), as opposed to general pedagogical…

Collaborative design positively affects both professional development and the implementation of curriculum change, because teachers develop competencies and practice and develop ownership of the change. The current study was aimed to explore what empirical evidence is available about processes that take place when teachers co-design and how these…

This paper deals with a crucial topic: which factors influence the sustainability and scale-up of a professional development programme's impact? Theoretical models and empirical findings from impact research (e.g. Zehetmeier and Krainer, "ZDM Int J Math" 43(6/7):875-887, 2011) and innovation research (e.g. Cobb and Smith,…

Drawing on a research study of formative assessment practices in Irish schools, this paper traces the design, development and pilot of the Assessment for Learning Audit instrument (AfLAi)--a research tool for measuring teachers' understanding and deployment of formative teaching, learning and assessment practices. Underpinning the paper is an…