Stenhouse's original vision of teacher research incorporated a strong emphasis on curriculum construction, interpretation and evaluation. This curricular emphasis is less prevalent in the present in the dominant "professional development" and "what works" traditions of teacher research. It is shown here, however, that this…

The purpose of this study was to investigate the discourse patterns characterizing individual special education teachers as they participated in a collaborative professional development (PD) group, and how these individual discourse patterns influenced other group members' opportunities to learn about reading instruction for upper elementary…

This paper explores the professional development of 11 newly qualified foreign language teachers. It draws on a qualitative longitudinal study conducted at the University of Jyvaskyla, Finland between 2002 and 2009. The paper concentrates on the personal side of teacher development by analysing participants' discourses concerning language…

This article reports a study of the discourse of shared lesson planning sessions in the early stages of a pre-service TESOL certificate course. The study focuses on "lesson planning conferences" (LPCs), in which a teacher educator and a group of student teachers worked on one student teacher's lesson plan. It describes the discursive practices…

A curriculum innovation requires new learning material for students and a preparation program for teachers, in which teacher learning is a key ingredient. In this paper we describe how three experienced teachers, involved in the development and subsequent classroom enactment of student learning material for context-based chemistry education,…

While teaching, teachers need to access both their knowledge of mathematics and knowledge of pedagogy. Practice-based materials afford teachers opportunities to reason about both mathematics and pedagogy within the context of teaching. Accepted systems exist for explaining and reasoning in the domain of mathematics; logic, procedures, and…

The purpose of this study was to understand how teachers and graduate-level scientists negotiated differing knowledge bases to work together to improve science teaching and learning. Partners' coparticipation in and dialogue about pedagogical decisions and actions were analyzed. Three theoretical representations of dialogic interactions emerged…