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Brown, Rachael Eriksen; Orrill, Chandra Hawley – North American Chapter of the International Group for the Psychology of Mathematics Education, 2021
In this paper, we extend our previous work on challenges teachers face when engaging with proportional reasoning contexts to investigate two contexts that included four problems for middle grades teachers to solve as well as eight student solutions. Analysis included coding for correct solving of the problem as well as making sense of and…
Descriptors: Task Analysis, Thinking Skills, Middle School Teachers, Problem Solving
Jenset, Inga Staal; Canrinus, Esther Tamara; Klette, Kirsti; Hammerness, Karen – European Journal of Teacher Education, 2018
To support pupils' learning, teachers must understand what and how their pupils have learned, and teacher education should teach candidates how to do this. This article reports on survey data (n = 270) from three programmes and observation data (N = 104 h) from six programmes, located in Norway, Finland and the US. It examines the candidates'…
Descriptors: Teacher Education, Barriers, Student Surveys, Knowledge Base for Teaching
Watters, James J.; Diezmann, Carmel M.; Dao, Loan – Asia-Pacific Journal of Teacher Education, 2018
This paper reports on the novel use of classroom videos by 71 pre-service teachers enrolled in a one-year graduate diploma pre-service teacher education program across three Australian universities. The classroom videos were of an experienced teacher delivering a Year-6 mathematics lesson. Students observed, discussed and debated practices that…
Descriptors: Preservice Teachers, Video Technology, Classroom Communication, Classroom Techniques
McElhone, Dot; Tenore, F. Blake; Davis, Dennis S. – Literacy Research: Theory, Method, and Practice, 2017
This research examines the specialized knowledge of reading comprehension articulated by 12 middle school English language arts teachers sampled from three different regions of the United States and representing various levels of teaching experience. Using detailed interviews, concept mapping, and think aloud methods, we identified salient…
Descriptors: Reading Comprehension, English, Language Arts, Teaching Methods
Voet, Michiel; De Wever, Bram – Journal of Teacher Education, 2017
The present study explores secondary school history teachers' knowledge of inquiry methods. To do so, a process model, outlining five core cognitive processes of inquiry in the history classroom, was developed based on a review of the literature. This process model was then used to analyze think-aloud protocols of 20 teachers' reasoning during an…
Descriptors: Cognitive Processes, Inquiry, History Instruction, Knowledge Base for Teaching
Feza, Nosisi N. – Africa Education Review, 2018
South Africa's esteem is low with regard to current learner achievement in mathematics. Results from international studies, such as TIMMS and SACMEQ, continuously indicate that South African learners perform below international benchmarks in mathematics. Research and evaluation studies assert that teacher practices and poor early mathematics…
Descriptors: Foreign Countries, Knowledge Base for Teaching, Mathematics Instruction, Mathematics Teachers
Perry, Emily; Boylan, Mark – Professional Development in Education, 2018
Research on teacher professional development is extensive but there are fewer studies about the practitioners who facilitate professional development. Here we report on a pilot programme for professional development facilitators rooted in a cycle of action research. Informed by a categorisation of professional knowledge and skills of facilitators,…
Descriptors: Facilitators (Individuals), Faculty Development, Pilot Projects, Action Research
Kilic, Hulya; Tunc Pekkan, Zelha – International Journal of Research in Education and Science, 2017
In this paper, we discuss pre-service mathematics teachers' professional gains from a university-school collaboration where they were given opportunity to observe two teacher educators' instructional practices in a 6th grade classroom, interact with students in one-to-one fashion and reflect on the teacher educators' and their own practices. Three…
Descriptors: College School Cooperation, Preservice Teacher Education, Preservice Teachers, Mathematics Skills
Killion, Joellen – Journal of Staff Development, 2015
In this study of 16 teachers in two primary schools in the Netherlands, researchers built on findings from previous studies to demonstrate that a thoughtfully designed professional development program can be "effective and sustainable, if certain conditions are met" (p. 772) in changing teachers' knowledge, beliefs, perceived problems,…
Descriptors: Beliefs, Knowledge Base for Teaching, Teacher Behavior, Active Learning
Wickstrom, Megan H. – North American Chapter of the International Group for the Psychology of Mathematics Education, 2015
This article is a report on the findings of three case studies that focused on elementary teachers' in-the-moment noticing across a month of instruction. Extending Jacobs and her colleagues' framework (Jacobs, Lamb, and Philipp, 2010), this articles categorizes the mediums (i.e., written accounts, verbal interactions, physical strategies) by which…
Descriptors: Case Studies, Mathematics Instruction, Elementary School Teachers, Mathematical Logic
Melasalmi, Anitta; Husu, Jukka – Early Years: An International Journal of Research and Development, 2016
Drawing on the sociocultural view, shared knowledge is regarded as a basis for interdependent working and multi-professional learning in early childhood education. Shared professional knowledge can be seen as a central element in successful collaboration facilitating individual and collaborative professional learning. This study aims to…
Descriptors: Early Childhood Education, Knowledge Management, Teacher Collaboration, Shared Resources and Services
Seung, Eulsun; Park, Soonhye; Jung, Jinhong – Research in Science Education, 2014
This study explored preservice elementary teachers' and their mentors' understanding of the essential features of inquiry-based teaching through the use of evidence-based reflection. The web-based video analysis tool (VAT) system was used to support preservice teachers' and mentors' evidence-based reflection during field…
Descriptors: Preservice Teachers, Preservice Teacher Education, Elementary School Curriculum, Active Learning
Gilbert, Michael; Gilbert, Barbara – PNA, 2013
This paper extends existing research regarding content knowledge for teaching (CKT) and the role it plays in advancing student learning. Two teachers, with high and low measured CKT respectively, are observed on the same day teaching similar content. Many studies have recently been published linking student achievement to teacher's CKT and many US…
Descriptors: Classroom Techniques, Educational Practices, Knowledge Base for Teaching, Classroom Observation Techniques
Jüttner, Melanie; Neuhaus, Birgit Jana – Journal of Education and Training Studies, 2013
The topic of "teacher professionalism" is one of the most crucial ones in quality education research. It has a potential to generate results that could inform and hence enhance the practice in classrooms. Thus, research in this field needs reliable instruments to measure the professional knowledge of our teachers to be able to generate…
Descriptors: Biology, Science Instruction, Pedagogical Content Knowledge, Knowledge Base for Teaching
Hamre, Bridget K.; Pianta, Robert C.; Burchinal, Margaret; Field, Samuel; LoCasale-Crouch, Jennifer; Downer, Jason T.; Howes, Carollee; LaParo, Karen; Scott-Little, Catherine – American Educational Research Journal, 2012
Among 440 early childhood teachers, half were randomly assigned to take a 14-week course on effective teacher-child interactions. This course used the Classroom Assessment Scoring System (CLASS) as the basis to organize, describe, and demonstrate effective teacher-child interactions. Compared to teachers in a control condition, those exposed to…
Descriptors: Early Childhood Education, Teacher Student Relationship, Beliefs, Knowledge Base for Teaching
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