Research into schoolteachers' professional development often focuses on its subject and pedagogical content, delivery model and mechanisms for and evaluation of professional learning. However, the role of the professional development facilitators who lead, plan and deliver professional development activities is under-researched and their…

Logarithms are notorious for being a difficult concept to understand and teach. Research suggests that learners can be supported in understanding logarithms by making connections between mathematics and science concepts such as pH. This study investigated how an integrated chemistry and mathematics lesson impacted 29 teachers' understanding of the…

Given that teachers are critical to creating safe and supportive learning environments, it is essential to better understand how K-12 educators are being prepared in their teacher education programs to address LGBTQ issues and topics in curriculum and instruction, and the needs of LGBTQ students. Thus, the current study examines the state of…

While social media use has become nearly ubiquitous, there have been few efforts to study how teacher educators prepare their students to responsibly use and teach about social media. This study analyzes 71 students' survey data, reflections, and class activities from education courses across three universities to better understand the successes…

The authors argue that to help beginning teachers improve their practice, they (as teacher educators) must acknowledge their ongoing development toward becoming professional educators in the school communities they inhabit and with the students they serve. This piece cites numerous examples of teachers reflecting over a two-year period on their…

This article explores one thread from a larger, longitudinal research project that investigated the views and experiences of teacher educators in Malaysia and from the United Kingdom who were involved in collaboration for the co-construction of a Bachelor of Education (Honours) in Primary Mathematics, with English and health and physical education…

Reflective practice is considered as an effective way for professional development in order to gain awareness of one's own teaching as well as to compete with the changing needs of the students. Especially in pre-service period, when pre-service teachers work cooperatively with their peers in a reciprocal fashion towards reflectivity, it has a…

The purpose of this study is to evaluate the views of German teacher trainers working in Turkey about their level regarding Reigeluth's organizational strategies and to analyze their views in terms of gender, geographic region, seniority, and graduated high school variables. While the population of the study consisted of German teacher trainers…

The public education system in the United States continues to struggle in educating children of diverse backgrounds. Many have addressed this issue by documenting how certain practices teach children particular types of knowledge and skills. This developmental focus on what should be happening to children of diverse backgrounds tends to ignore the…

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…

There is growing interest in the professional development of teacher educators as the demands, expectations, and requirements of teacher education increasingly come under scrutiny. The manner in which teacher educators learn to traverse their world of work in the development of their knowledge, skills, and ability is important. This article…

Professional development (PD) "for diversity" aims to prepare teachers to support students from varying backgrounds to succeed, often in under-resourced contexts. Although many teachers invite such inquiry as part of learning to teach, others resist "diversity" inquiry as extra to teaching, saying they cannot "do it…

Teaching Residents at Teachers College (TR@TC) is an 18-month program that prepares teachers for high-needs schools in New York City in two areas: teaching English to speakers of other languages (TESOL) and teaching students with disabilities. Student teachers, called residents, spend a year working with a mentor teacher. Mentors play three roles:…

Teacher educators recognize that teacher candidates must have authentic, scaffolded opportunities to transform knowledge into practice. This study explores teacher candidates' engagement with teacher inquiry as a method for supporting professional development. Findings suggest teacher candidates differ tremendously in their responses to the…

The problem addressed by this project study was low levels of adjunct faculty compliance and satisfaction with the professional development program at a local college. The purpose of the study was to determine if an alternative delivery method would yield higher levels of compliance and satisfaction than would a traditional professional…