It is now two decades since the Advisory Group on Citizenship, commissioned by the newly elected Labour government, recommended the introduction of statutory citizenship education. On the twentieth anniversary of the eponymously named 'Crick Report,' this article presents the findings of a rigorous mixed-methods study of citizenship educators in…

While research has shown that video can be an effective tool in the professional learning of teachers in industrialized countries, it is unknown whether this is also true for other countries with distinctive cultural, political, and historical contexts, such as Cambodia. This paper presents results from a study which examined the effectiveness of…

This article reports the results of a mixed-methods study of the perceptions of a selected group of experienced teachers of English as a foreign language of the challenges and potentials of using various cooperative learning methods, in the context of achieving the communicative and social goals of a modern theme-based curriculum. Participants (N…

This study aims to find out whether accumulating theoretical knowledge through methodology courses and experiencing real teaching practice during practicum may lead to any changes in EFL student-teachers' probable concerns about teaching. The study further attempts to define these changes, if any. To reach the aims of the study, data were…

We present a reconceptualized framework for opportunity to learn (OTL) in school mathematics that builds on previous conceptualizations of OTL and includes features related to both quantity (i.e., time) and quality. Our framework draws on existing literature and on our own observational research of mathematics teaching practices. Through the…

Due to changes in Dutch mathematics education, teachers are expected to use new teaching methods such as enquiry-based teaching. In this study, we investigate how teachers design, implement and evaluate new methods for statistics teaching for 7th-graders during a professional development trajectory based on peer collaboration. We monitored…

This study explores the use of a corpus of classroom discourse data (Singapore Corpus of Research in Education or SCoRE) to facilitate the professional development of English language (EL) teachers in Singapore. A survey was first conducted to probe the knowledge base and belief system of EL teachers in three key domains: epistemology, pedagogy,…

This paper discusses preservice teachers' perceptions of an online, in-house diversity simulation in an undergraduate teacher education program conducted over a 3-year period. The diversity simulation was a nontraditional capstone experience for 193 preservice teachers in majors ranging from early childhood to secondary education. The diversity…

Technological pedagogical content knowledge (TPACK) proposed by Mishra and Koehler is a theoretical construct of teacher knowledge that describes how teachers teach subject matter content using certain instructional methods with specific technology in particular contexts. This study aims to explore the interface between TPACK and SLA, intending to…

The study explores relationship building and improvements in knowledge, skills, and dispositions of pre-service teachers enrolled in an Indigenous education content and pedagogy methods course. The Teaching American Indian Students in the Elementary Classroom course stands alone from other diversity education offerings at the University of…

Mainstream teachers throughout the world are increasingly expected to differentiate instruction for primary-grade students with diverse learning needs, including second or English language learners (ELLs). Does teacher preparation translate into instructional practices for English language development? What do graduates of those programs do…

Information in context has meaning for the student, easily understood, easily retrieved, and successfully moves to long term memory. If information is not in context, rote memorization occurs with the less meaningful information, and information is not easily retrieved or successfully stored in long term memory. The purpose of this study was to…

Preservice teachers articulate the need for more teaching experiences for developing their practices, however, extending beyond existing school arrangements may present difficulties. Thus, it is important to understand preservice teachers' development of pedagogical knowledge practices when in the university setting. This mixed-method study…

Preparing mainstream classroom teachers to work with culturally and linguistically diverse learners is a growing concern in education as more and more schools host increasing numbers of students whose primary language is not English. Unfortunately, significant numbers of teachers have had little preparation for working with these diverse learners…

It is a known fact that South African learners underachieve in mathematics. One possible factor that might have an influence on their mathematics achievement is the conceptual knowledge of mathematics teachers. In order to facilitate conceptual understanding, mathematics teachers themselves must possess profound mathematical knowledge. One key…