This article examines the characteristics, implementation and contribution of narrative pedagogy to the professional development of novice teachers through the example of two case studies. A holistic analysis of each case reflects a narrative pedagogy model, which includes four stages of the teaching-learning process: telling a personal life…

Metacognition is an invaluable part of instruction of higher order thinking (HOT). The goal of this article is to review previous studies about teachers' knowledge and professional development (PD) in the area of metacognitive instruction in the context of teaching HOT. Part A of the article reviews 25 empirical studies assembled through a scoping…

Self-regulated learning strategies are essential for learning, and to teach learners to use them, teachers must master them. The objective of this study was to identify training priorities for including these strategies in online courses for teachers, and to determine whether opinion influences the use of strategies. The design was…

Group-level metacognitive scaffolding is critical for productive knowledge building. However, previous research mainly focuses on the individual-level metacognitive scaffoldings in helping learners improve knowledge building, and little effort has been made to develop group-level metacognitive scaffolding (GMS) for knowledge building. This…

In the field of TESOL, teacher guides are widely used resources providing instructional support and guidance to English language teachers. Drawing upon Vygotskian sociocultural theory, this research explored how novice language teachers perceive the mediational roles of these artifacts in shaping their teaching practices and the affordances and…

Opportunities for self-determined online professional development (OPD) are emerging, but their potential for increasing adult learners' agency is not yet fully realised. Faced with the problem of successfully designing a self-determined comprehensive evidence-based online numeracy resource for educators who are often time poor and do not engage…

(1) Background: Teaching in today's schools asks teachers to foster self-regulated learning and digital competences in children and young people. In order to do so, teachers first need to acquire and use these competences themselves. (2) Methods: Based on a mixed-methods approach, the study investigates self-regulated learning in online courses of…

The purpose of this study was to understand what veteran elementary educators need to be successful with integrating technology into their current practices. While previous research has examined educator needs and successful professional development strategies, the voice of the veteran elementary educator is missing. Using the case study…

In this paper, we propose a framework to help educational developers navigate the now vast literature on threshold concepts, so that they may effectively support university teachers in their work to embed threshold concept knowledge into courses and programs. This research- and practice-informed framework consists of seven principles and seven…

This article reviews research on the achievement outcomes of elementary mathematics programs. 85 rigorous experimental studies evaluated 64 programs in grades K-5. Programs were organized in 6 categories. Particularly positive outcomes were found for tutoring programs. Positive outcomes were seen in studies focused on professional development for…

For many educators with interests in digital and media literacy, the COVID-19 pandemic was an inadvertent opportunity to explore digital and media literacy through online learning and professional development. This paper describes how a diverse and multidisciplinary group of educators gathered each weekday in a Zoom video conference meeting for…

There has been an increasing concern on teachers' adoption of information and communication technology (ICT) in their teaching practices. However, little has been explored about English as a second language (ESL) teachers' ICT adoption. This study synthesizes the technology acceptance model (TAM), the value-expectancy theory, and a learning…

Research into teachers' epistemic cognition is emerging as a key to understanding the quality of teachers' knowledge for teaching. Typically, investigations into the quality of teachers' knowledge have been situated within traditional subject areas, such as science or maths. However, developing good quality teacher knowledge about improving…

This book fills a large gap in our understanding of how to prepare teachers for the challenging but increasingly popular task of integrating content and language instruction. It brings together findings on content-based teacher education from Africa, Asia, Australia, Europe and North America in order to inform researchers and teacher educators and…

This study aimed to establish and understand the conceptual confusion between teaching quality and teacher quality and design a path for their distinction. The study conducted searches on ERIC, ScienceDirect, JSTOR, Sage Journals, Sage Knowledge, Web of Science, and random Google search engine utilization for teaching quality, teacher quality,…