This qualitative research study looks at how reflective practices support preservice teachers' professional growth and development and its impacts on their self-efficacy. This study takes place in a regionally recognized south-western Hispanic Serving Institution that serves a high needs school district. Preservice teachers were asked to reflect…

The relationship between master's thesis work and teachers' professional development has rarely been explored empirically, yet. Drawing upon a larger study, this paper investigates how teachers who were studying for or who have recently graduated from Master of Education programmes offered in five countries -- Poland, Portugal, England, Latvia,…

Data literacy has become an essential skill set for teachers as education becomes more of an evidence-based profession. Teachers in all stages of professional growth need to learn how to use data effectively and responsibly to inform their teaching practices. This groundbreaking resource describes data literacy for teaching, emphasizing the…

The ability to reason about observed classroom situations constitutes an essential aspect of teachers' professional vision and is seen as a key element of initial teacher education. The three aspects of the ability are as follows: to describe, explain, and predict classroom situations. Research has shown that field experiences, the acquisition of…

In this paper, we argue from principle that teacher education must enable a positive relationship between educational research and teaching knowledge and practice. We discuss two popular conceptions of good teaching, which conceive of the teacher as craft worker and as executive technician, and suggest that, while each of these aspects of knowing…

The purposes of professional experience within initial teacher education programs are varied (Russell, 2005). However, there is limited literature explaining (a) university-based teacher educators' beliefs about its purposes and (b) how these purposes are reflected in practice. This study investigated these themes. A pragmatic mixed-method…

This paper analyses two pedagogical case studies (PCS) from a multidisciplinary perspective to highlight the problems of theoretical knowledge in tertiary physical education teacher education (PETE) programmes, school-based physical education (PE) practice and continuous professional learning (CPL) in PE. We argue that a critical view of tertiary…

This article examines the nature of an on-going educational partnership between a Higher Education institution and a number of Further Education (FE) colleges in the West Midlands region of England, forged against the backdrop of sectoral marketisation and neoliberal reform. The partnership originates in the organisation and administration of…

This paper explores the potential of video capture to generate a collaborative space for teacher preparation; a space in which traditional hierarchies and boundaries between actors (student teacher, school mentor and university tutor) and knowledge (academic, professional and practical) are disrupted. The study, based in a teacher education…

This analyses of the paper show to develop innovative educational projects through teacher training. The starting point is "learning communities", which is a project to change educational practice. It has a long history in Spain. This project is generated according to the assessment process in order to change practices required by Miguel…

An evidence-based approach to professional development used to promote Head Start teacher adoption of evidence-based early childhood intervention practices is described. The article, includes a summary of findings from a meta-analysis of adult learning methods, a description of an approach to professional development informed by the meta-analysis…

In talk about teacher preparation and professional development, we often hear the word "practice" associated with what, how, or when the learning of teaching is supposed to happen. In this article, four different conceptions of practice are investigated, and their implications for how learning teaching might be organized are explored. Rather than…

In this contribution, we discuss what it means to be a professional teacher with practical wisdom, and how practical wisdom is related to theory and experience. These questions are especially relevant as nowadays, in many countries, teacher education becomes more school-based. Building on theories on the functioning of the human mind in general,…

As coordinator of the ABE Teaching and Learning Advancement System (ATLAS) based in the Hamline University School of Education in St. Paul, the author does many workshops or conference sessions in Minnesota's nine professional development regions each year. Typical single-day events offer multiple 90-minute workshops. She often questions the…

It is 40-plus years since the upstart Professional Development Program was initiated at Simon Fraser University. Among its many audacious innovations, the program offered opportunities for practicing teachers to play leading roles in the professional development of student teachers. Seconded (temporarily released) to the university for two-year…