This paper presents Irish-medium immersion (IMI) teachers' perceptions of their development of content knowledge of language (CK-L) and pedagogical content knowledge of language (PCK-L) as a result of engaging in form-focused professional development (PD) which combined both content knowledge and pedagogical learning outcomes. An intervention,…

This study explores the changing landscape of technology teacher education, in relation to the increasing integration of digital content, especially programming, in teacher education for grades 4-6 (pupils 10-12 years old) and how student teachers in Sweden perceive this content. Limited research exists on student teachers in technology,…

The present study is aimed to investigate in-service bilingual teachers' perceptions of training needs in the competences and knowledge required to implement bilingual curricula in Taiwan. To this end, this study used mixed methods consisting of questionnaires and individual interviews to collect data from the intended cohort, that is, in-service…

This paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey design and involved the participation of 374 mathematics teachers using an achievement test instrument. The…

This study investigates, and further develops, a framework for analyzing technological knowledge emanating from school design projects; a framework that has the potential to be used as a tool for teachers when choosing and planning design projects. The study also intends to answer the research question: What technological knowledge, associated to…

Specialised Content Knowledge (SCK) is defined by Ball, Hoover-Thames, and Phelps (2008) as mathematical knowledge essential for effective teaching. It is knowledge of mathematics that is beyond knowledge which would be required outside of teaching; for instance, the capacity to determine what misconception(s) may lie behind an error in…

Promoting teachers to lead classroom discourse effectively is a relevant topic for teacher professional development worldwide. This study compares the impacts of two teacher professional development programmes that aim to support teachers in their classroom discourse practices. In one programme, an adaptive and practitioner-led approach was…

Competence in research is an attractive feature that should be established for all practitioners because specialists with training and expertise in research will recognize strategic thinking, interpretation, and synthesizing more easily. Hence, this study aimed to describe the knowledge competency among junior high school mathematics teachers on…

What kind of knowledge informs the practice of English teachers? Recent policy developments, in England and elsewhere, have sought to specify a knowledge base for teachers. Drawing on case studies produced by pre-service English teachers, this essay explores the complex, multifaceted and situated character of the knowledge that teachers develop in…

The present study aimed to determine the educational requirements for teachers in measurement-evaluation and whether the professional development (PD) workshops organized based on these requirements have an impact on evaluation literacy, attitudes, and self-efficacy perceptions of the teachers. The mixed-method design, where both quantitative and…

It is very critical for teachers to gain awareness about the acquisition of critical thinking skills in the educational process. Given the scarcity of existing literature on teaching critical thinking skills and teachers' perceptions and views on the place of these skills in curricula, however, the present study is of great importance. An…

Blended learning, which combines face-to-face workshops with self-directed online learning, is becoming a good alternative in designing and deploying professional development programs. The online component adapts to teachers' time constraints, requires fewer trained professionals for its implementation, and enhances participants' opportunities to…

Teacher knowledge needed for teaching is widely studied to characterize its key categories. We report findings from a study on teachers' knowledge for mathematics in the Montessori schools. In Montessori accredited schools, teachers learn to teach mathematics in ways different from the teachers themselves experienced in non-Montessori schools. We…

This research explores current teaching interventions in the development of school food education in urban schools of northern Taiwan, focusing on the relationship between teachers' teaching attitudes, teaching knowledge, and teaching commitments. As the urban schools of northern Taiwan (Taipei, New Taipei City, and Taoyuan City) are all…

Competence-based, science e-testing (CBSeT) is a novel external assessment tool which provides feedback to science teachers about their students' competence-based skills, thereby giving relevant assessment information which teachers could potentially use in their teaching practice. The aim of this study was to determine the extent to which…