In this article we review the notion of teacher knowledge from four metaphorical standpoints--teacher knowledge as "computer", as "craft", as "complexity" and as "change". We employ each of these metaphors to examine and analyse the work of one teacher of science. We draw implications from our analysis for teacher education, teacher development…

The purpose of this study is to explore whether pre-service teacher education in Taiwan equips in-service teachers with the necessary knowledge and competency to meet the demands of the professional career. A questionnaire was developed to investigate such competency disparity. The questionnaire containing 44 items within six categories was…

The Council for Exceptional Children and the Council on the Education of the Deaf have worked together for over a decade to maintain mutually agreed on standards for teachers of children who are deaf or hard of hearing. This article presents the updated and revalidated standards of knowledge and skills for teachers in their initial preparation…

The research studies how outstanding teachers from Hong Kong conceptualize teacher success or effectiveness. This study adds to the knowledge base concerned by raising the importance of the coexistence of personal attributes and professional qualities as well as contextual factors, in bringing out the success of a teacher. It draws the attention…

This study offers an analysis of the learning of practicing teachers as they acquire a deeper knowledge of mathematics. While some professional developers have shifted part of their focus to helping practicing teachers acquire a deeper knowledge of mathematics (e.g., Stein & Silver, 1996), the results from studies often describe what translates…

For the past decade, students at California State University (CSU) campuses increasingly lack basic mathematics skills. To address this concern, Executive Order No. 665 (1998) called for CSU campuses to bring students to proficiency in mathematics. School districts have struggled to modify their mathematics curriculum, pedagogy, and assessment in…

Research shows that professional learning can have a powerful effect on teacher skills and knowledge, and on how well students learn. To be effective, however, professional learning for teachers needs to be conducted in the ways that it is in many high achieving countries--continuously, collaboratively, and with a focus on teaching specific…

Research shows that unless university-based teacher educators effectively integrate technology into teacher education courses, students (pre-service and in-service teachers) are unlikely to use technology effectively in their own teaching. This creates negative repercussions in teacher education and in the schools. However, many teacher educators…

The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a "highly qualified teacher." Research supports that teachers' content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition,…

Dealing with ethnic and linguistic diversity is one of the major challenges in today's education. Therefore, the formulation of competencies for teachers and teacher training should take into account the specific requirements of teaching in multicultural schools. In 2002, a series of small-scale studies were conducted to identify and formulate…

The aim of this study is to determine the primary school teachers' views related to the new Turkish primary school mathematics curriculum which was put into practice in the 2005-2006 academic years. A questionnaire developed by the researchers, consists of open ended and closed items, was applied to 60 primary school teachers selected randomly…

The National Art Education Association (NAEA) is committed to ensuring that all students have access to a high quality, certified visual arts educator in every K-12 public school across the United States, recognizing that effective arts instruction is a core component of 21st-century education. "Professional Standards for Visual Arts…

A recent national study of state and local No Child Left Behind activities indicated that 80 percent of elementary teachers reported participating in 24 hours or less of professional development on reading instruction during the 2003-2004 school year and summer. Reading and professional development experts are concerned that this is not intensive…

This study examined student teachers' (n = 50) culturally responsive teaching self-efficacy beliefs and the frequency in which they implemented these practices into their classroom teaching. The results revealed that student teachers were more efficacious in their ability to execute general teaching practices that may not necessarily require…

One of the major priorities that should guide teacher education programs in preparing teachers for their work in a democratic society is to develop a commitment to knowledge that embraces complexity and to place this knowledge into competition with the mainstream vision, which results from a deep reliance on standardized testing and controls much…