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 presents the development process of a "praxeology" (theory-of-practice) for supporting the teaching of proofs in a CAS environment. The characteristics of the praxeology were elaborated within the frame of a professional development course for teaching analytic geometry with CAS. The theoretical framework draws on Chevallard's…

Purpose: This article is nested within a longitudinal project examining 6 teachers' journeys along their career cycles (Lynn & Woods, 2010; Woods & Earls, 1995; Woods & Lynn, 2001). Two participants from the initial 6 continue to teach K-12 physical education; 1 of these participants, Everett, is examined in the current study.…

Teachers' careers are often considered to consist of two parts: pre-service and in-service. In-service refers to the entire time between a teacher's entry and exit from the profession. Recent research suggests teachers' careers actually consistent of several parts, known as phases or stages and, collectively, as the career cycle. This further…

In education, professional development (PD) is the continuing education of teachers and administrators. Many studies have described PD as a conventional, top-down type of training that teachers experience in schools. Commonly known as the "institutional model," this type of PD is isolated from classroom practice and occurs as mandatory…

This article explores various models of online faculty development programs as described in the literature, and finds that they fall into a wide range of models from those that are highly structured to more organically grown examples. The Online Teaching Fellows program at the University of Rhode Island is shown to be an example of an…

Everybody wants quality teachers in schools. How are such teachers developed? In this article a model is presented that describes four contexts crucial to the preparation of teachers: the personal, the university, the practicum and the employment contexts. The ways in which these different contexts can and should work together in the education and…

Although scholarship and research have demonstrated the positive impact of professional learning on academic teaching and learning, an inadequate amount of research has examined how professional learning is associated with transformative teaching for equity, diversity and social justice. This survey study explored the relationship between…

This study investigated the types of instructors who teach local history, factors affecting their instruction in the community's past, and instructional practices employed to educate students about a locality's history. It examined teachers' implementation of items from "The Making of Milwaukee" (MOM) project which included a book, DVD…

This paper reports on a case study of a "lead literacy teacher" initiative in one Canadian province. This initiative is related to a ''minority world'' trend in teacher in-service that seeks to develop "experts" in a field with the intent that such experts can help other teachers to raise student achievement for the betterment…

Teachers have the lowest level of preparation of an established profession. An analytic model of teacher education helps identify what the components and strategies of teacher education could and should be. (Author/MLF)

Attempts to outline a curriculum theory for initial teacher education and a conceptual model of professionalism. Addresses occupational content, the nature of the professional role and learning, professional competence, knowledge, and curriculum and teaching. Criticizes the trend toward more school-based initial training of teachers. Argues that…

Indicates a significant difference between trained and nontrained teachers for four instructional practices and for the amount of interaction with other professionals. Shows that the effects of training on students endured for three years for the treatment group at the junior high level. (JD)

Discusses an Israeli study examining the professional development of physics, electronics, and mechanics teachers. Examines whether an externally developed school improvement model could customize the supervision process to each school system and academic discipline's needs. Carl Glickman's developmental supervision model succeeds in identifying…

To examine professional knowledge and growth, experienced elementary teachers completed open-ended interviews that highlighted memorable experiences in their professional lives. Results indicated that teachers preserved and built a sense of their own competence by developing a knowledgeable, malleable concept of professional practice. Their…