This study investigates the knowledge that experienced teachers draw on when fostering students' reflections. Reflective skills are crucial for advancing students' learning. In order to promote students' reflection productively, extensive support and scaffolding from teachers is indispensible. However, teachers are in need of more guidance in this…

This qualitative study explores teachers' perspectives on learner motivation for English in Chilean secondary schools. Drawing both on motivation theories and on concepts related to teacher cognition, autonomy and agency, the analysis of 19 semi-structured interviews with Chilean English teachers sheds light on the difficulties that many teachers…

New Zealand's literacy strategy seeks to translate into reality the broad policy goals of equipping all New Zealanders with the knowledge, skills and values to be successful citizens of the twenty-first century. The central policy concern is reflected in international surveys showing that although the country's student achievement is above the…

In recent years much emphasis has been placed, both by researchers and by policy-makers, on the role that subject knowledge plays in the classroom practice of primary teachers. Within UK research on primary science education, this emphasis is often linked with constructivist ideas about effective teaching. In this article, I explore the…