This article reports research evidence of the enhancement of student teachers' epistemology of reflective practice through their participation in a formative strategy developed in the context of the Bologna Process in Portugal. Building on Schön's conceptualisation of the education of the reflective practitioner, articulated with concepts such as…

There is tension about teachers' professional use of social media platforms, such as Pinterest, to access instructional resources for teaching science. Teachers' frequent use of Pinterest signals their perceived value despite concerns about the quality of the resources found there. These resources can constitute a part of teachers' network of…

Increasing job demands and continuing struggles to improve teacher evaluation practice raise the question of how peers might assist principals with teacher evaluation. Using a robust international sample (TALIS2013) of 36,411 teachers from 2,759 schools in 11 countries, we tested the hypothesis that teacher-led evaluation practices are associated…

In this article, we explore demands and tensions involved when schools implement ambitious mathematics teaching (AMT). Following a description of a framework that distinguishes between internal and external demands, we characterize the tension between these in terms of alignment, balance, and buffering, which collectively speak to coherence. We…

Knowledge-producing practices in sciences and engineering increasingly use computational means for modeling and working with data. Despite consensus regarding the importance of computational thinking in science and engineering, scholars differ in conceptualization of the primary purposes and role of its integration in K-12 science (Kafai &…

Many district and school leaders have leveraged instructional leadership or social justice leadership to advance student achievement for minoritized students. While research has examined these approaches separately, we identify a potential gap at the nexus between instructional and social justice leadership. In particular, we find a need for…

A disproportionate number of preservice elementary teachers exhibit high levels of math anxiety (Reid et al., 2018). Not only does this inhibit their ability to understand mathematical concepts, but it also negatively impacts their pedagogical approach to math (Beilock & Maloney, 2015; Reid et al., 2018). Teachers who experience math anxiety…

The purpose of this mixed methods study was to explore changes in pedagogical awareness of teaching early mathematical skills among teachers in early childhood education (N =7) when participating in a tailored professional development (PD) program in mathematics. The program, which was designed around principles of transformative learning, was…

Although teachers agree that technology is beneficial for enhancing math education and pedagogy, there are concerns about incorporating technology into their teaching practices. The problem addressed in this study was that high school teachers are challenged to integrate technology into math instruction. The purpose of this basic qualitative study…

This investigation of student and instructor representations of molecular orbitals (MOs) uses the knowledge from a community of practice to build collective pedagogical content knowledge of student understanding of molecular orbital representations in the foundation-level inorganic chemistry course. Participants were asked to sketch the bonding…

Rapid changes and greater complexities bring new difficulties and place new expectations on our educational system. Teacher education programs must adapt to these changes and train pre-service teachers in various learning modalities. This study determined the readiness of pre-service teachers to teach online based on their technological…

Constant teacher training and up-dating is fundamental to provide quality teaching and learning. Digital competences are among the skills that teachers must acquire in order to improve the teaching and learning processes. The aim of the present study was to review the scientific production of the last five years regarding teacher digital…

Purpose -- This study is part of a comprehensive investigation conducted in Malaysia, examining science teachers' understanding of the Nature of Science (NOS) and their ability to translate this knowledge into Pedagogical Content Knowledge (PCK) for NOS. This paper specifically examines how teachers apply their NOS knowledge to develop NOS PCK in…

Teacher learning in asynchronous online professional development (PD) is often measured by self-reported instruments, despite uncertainties regarding teachers' accuracy in their self-assessment of learning. This study explored whether teachers' self-reported "gains" in content knowledge for teaching aligned with those measured by direct…

Teacher professional development (PD) is essential to continuously improve teaching skills, to adapt to diverse student needs, and to promote equity and inclusion. Only a few studies to date have synthesized how PD programs improve teachers' content knowledge and instructional quality, as well as students' academic performance. In this…