Teaching that attends to and builds on students' resources and treats students as capable mathematical sense makers has been referred to as responsive teaching. A body of research reports teachers' tendency to overlook students' mathematical thinking when their answer is correct and to correct it procedurally when students make a mistake. This…

To be able to form and develop competencies with regard to the nature of science (NOS) for students, the teachers must have appropriate conceptions about NOS. Therefore, this study explored levels of conceptions about the nature of science of future physics teachers who have experienced two different physics teachers-education curricula using the…

This study, conducted within a Finnish teacher education program, examined student teachers' perceptions of their skills development in a study group intervention designed to enhance their teacher leadership. Data were collected via semi-structured focus group interviews with the student teachers (n = 15) and examined using qualitative content…

There is a crucial need for social justice-oriented educators in today's classrooms given the growing population of America's multicultural student population. Social justice-oriented teacher preparation programs (TPPs) have contributed significantly to shaping the pedagogies of teacher candidates, better equipping them to serve all students. The…

Teacher education (TE) in Singapore has undergone regular reviews and reforms over the years within the National Institute of Education (NIE). The main impetus tended to be to ensure continual relevance of TE to the educational landscape in Singapore, as well as to incorporate new evidences in pedagogical and assessment practices. The 2004-2005 TE…

This systematic review explores what is known about the relationships between characteristics of pedagogical development programmes (PDP) in higher education, context characteristics within which PDPs take place, and teacher development outcomes. Thirty-one peer-reviewed articles were reviewed using the "Interconnected Model of Professional…

Working as a teacher educator today means working under an ever-present regulatory gaze. Accountability mechanisms, including state program approval processes, have been layered resulting in complexity. External assessments have failed to provide the data needed to support continuous improvement. There have been calls for combining external and…

This 5-year mathematics professional development project involves 27 elementary teachers prepared and supported as Elementary Mathematics Specialists (EMSs) in high-need, urban schools. Our inquiry centers on their experiences in the EMS preparation program and the development of important outcomes, specifically productive beliefs and teacher…

Schools, institutionally designed to formalize education, often leave individuals longing for something more. Multiple disciplines attribute the pursuit of something more to transformation. While a common discussion in academic literature, transformation is underdeveloped in education. This dissertation explored transformational education from a…

Nontraditional students seeking a teaching license are tasked with managing coursework and other responsibilities associated with teacher preparation programs; however, they are also likely navigating family dynamics, financial struggles, and other obligations that traditional undergraduate students do not face. We interviewed 19 preservice…

The experiences of Black women who are nontraditional students and enrolled in a traditional teacher education program have not been adequately examined in the field of teacher education. Using phenomenology as a methodology, this study explores the experiences of four Black women who are non-traditional teacher candidates at a Historically Black…

Definitions are an integral aspect of mathematics. In particular, they form the backbone of deductive reasoning and facilitate precision in mathematical communication. However, when multiple non-equivalent definitions for the same term exist, their ability to serve these purposes can be called into question. While ambiguity can be productive, the…

Many countries offer different educational pathways to qualify vocational teachers for work in schools. This article reports on a comparison of teacher preparation in two different programmes that qualify vocational teachers in Norway. Given the lack of a quantitative framework for measuring professional preparation among vocational teachers, the…

This systematic literature review provides an overview of existing empirical research on embodied teaching and learning in higher education. The review is based on a literature search in eleven databases resulting in 247 articles being included. These articles span a wide range of disciplines in higher education, with 66 articles situated in…

Early childhood education provides an important arena for fostering valuable habits and practices for sustainability. This paper contributes to understanding the educator's role within early childhood environmental education in foraging and gardening practices. What pedagogical approaches does the teacher provide to foster the children's…