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…

This paper analyzes the pedagogical studies of Finnish and South Korean physics teacher education programs that guide teacher educators to support student teachers' to build readiness for acting as professional teachers in a secondary school classroom. Research on the domains and origin of teachers' professional knowledge provides a framework for…

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…

Despite the increased interest in research impact, there is very little empirical evidence that educational research can inform practice directly, and furthermore, a body of literature which suggests that this is, in principle, impossible. This paper reports on a study in which secondary school teachers were given research findings about teaching…

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…

This multiple case study investigated how two preservice chemistry teachers' pedagogical content knowledge (PCK) representations of behavior of gases progressed in the context of a semester-long chemistry teaching methods course. The change in the participants' PCK components was interpreted with respect to the theoretical PCK learning…

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…

This review reports selected literature on theory, research, and practice in disciplinary literacy, primarily reading. The authors consider the ways this literature can be viewed through the lens of Lee S. Shulman's theory of Pedagogical Content Knowledge, which includes: subject matter content knowledge, pedagogical content knowledge, and…

The time has come to re-assess the role that Philosophy has to play in the education of teachers, both at the beginning of and during their careers. The currently fashionable craft conception of teaching is inadequate as a preparation for a career in teaching. Philosophy of Education has an important role to play in preparing for a career in…

Research Findings: The goal of this study was to examine empirical research on the design, delivery, and measurement of the effects of professional development (PD) for early childhood educators in order to provide insight into what the field has accomplished as well as suggest directions for future PD programs and research. Through the use of…

Today's education policy places a high priority on improving teacher quality and teaching effectiveness in U.S. schools. Standards-based professional learning requires teachers to have deep subject knowledge and the most effective pedagogy for teaching the subject. States and school districts are charged with establishing teacher professional…

The objective of this article is to critically examine teacher education based on the concepts, principles, and practices of adult education, vocational training, and continuing vocational training. We will discuss a few aspects of teacher education from the perspective of our research and our theoretical frames of reference, touching on the…

If teacher quality is the most critical factor in improving educational outcomes, then why is so little attention drawn to the knowledge and evidence base available to support teachers in improving the quality of their professional knowledge? This paper draws together findings from a range of sources to propose national models for continuing…

This essay explores the nature of what teachers know by examining trends in teacher knowledge research, specifically the use of conventional metaphors to describe teacher knowledge. Contending that conventional metaphors fail to acknowledge the complex and multidimensional nature of teacher knowledge, the author argues that novel metaphors should…

In the United States, about one third of new teachers being hired are drawn from alternative certification programs. One way to address controversy about the differences among the training experiences of teachers in traditional certification programs, fast-track alternative programs, and residency alternative programs is to examine teacher reports…