This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new "Understand, Know, Do" structure for the curriculum has the potential to facilitate coherent design of teaching programmes and "deep learning." Using…

The present study aims to examine the mathematical language use of primary prospective teachers through the mathematical texts they write. Forty-seven 3rd-year prospective teachers studying in the Department of Mathematics Education at a university participated in the study. The prospective teachers were asked to solve 4 open-ended mathematics…

In the context of neoliberal reforms, teacher education policy discourses have shifted away from social justice imperatives toward technocratic approaches. I examine these shifts by applying the tools of critical policy and discourse analysis to accreditation standards and other policy texts of the last decade. Using Marcuse's theory of…

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…

This article describes one aspect of an 2 year inquiry project (August 2016-July 2018) which brought together 18 experienced teachers from four Christchurch secondary schools as well as teachers in the University of Canterbury's transition programme (Student Transitions and Engagement) to collaborate and share ideas about discipline-specific…

Through the study of pedagogic discourse and practice in "introductory classes" (ICs) aimed at new migrant students at a linguistically diverse primary school in Sweden, we discuss pedagogic principles and power dynamics, drawing on Bernstein's conceptual frame. Our ethnographic data consist of teacher interviews and observational…

Although studying teachers' online interactions has gained momentum in recent years, little is known about interactional development in online communities. The present study addressed this gap by exploring discursive change in second language teachers' interactions in an online professional development (PD) course structured around mobile phone…

A multicultural society that equates Christian and humanist values with human rights denies pluralism, placing human rights culture at risk. We examine Norwegian education policy discourses, noting human rights as a key feature of national identity, said to underpin schooling. Education policy maintains distinctions between those who embody…

The concept of conflict is replete in today's world and is a concept upon much social studies instruction is built, beginning in New Jersey's fourth-grade classrooms with the study of the American Revolution. Many elementary schoolteachers approach the teaching of social studies without subject-area certification and without subject-area materials…

Research on the role of teachers in supporting students with autism spectrum disorder (ASD) in schools in the Republic of Ireland has largely focused on primary and special schools rather than secondary school settings. This study examined the theoretical and practical knowledge base of Irish secondary teachers regarding the inclusion of learners…

Students' ability to read complex texts is emphasized in the Common Core State Standards (CCSS) for English Language Arts and Literacy. The standards propose a three-part model for measuring text complexity. Although the model presents a robust means for determining text complexity based on a variety of features inherent to a text as well as…

Mentoring in Teacher Education is a key component in the professional development of student teachers. However, little research focuses on the knowledge shared and generated in mentoring conversations. In this paper, we explore the knowledge student teachers articulate in mentoring conversations under three different post-lesson approaches to…

Training writing center tutors to work collaboratively with students on their writing is a complex and challenging process. This practitioner action research uses critical discourse analysis (Gee, 2014a) to interrogate tutors' understandings of their work, as expressed in their written reflections on video-recorded tutoring sessions, to facilitate…

Emphasis on discourse and language-use has fueled the study of identity in education over the last few decades. This paper argues that these approaches fail to fully account for the complex materiality of life, and should be supplemented by new materialist tools for studying language "as material". This new materialist approach considers…

This paper starts by exploring the relevance of Bernstein's work on vertical and horizontal discourses and the constitution of professional knowledge for conceptualisation of the knowledge needed for teaching practice. Building on arguments for the differentiated nature of knowledge, and drawing on the work of Winch, Young and Muller on expertise,…