Wishing to explore the complexity of the conceptual, didactic and institutional aspects of learning a scientifically defined object of knowledge, we chose to study the link between the personal relation to numeration developed by six-year-old pupils in first grade ("cours preparatoire" the first level of primary school in France), and…

In this experimental study, prospective elementary school teachers enrolled in a mathematics course were randomly assigned to (a) concurrently learn about children's mathematical thinking by watching children on video or working directly with children, (b) concurrently visit elementary school classrooms of conveniently located or specially…

The specification of various categories of knowledge that teachers should possess has been a historically consistent feature of moves to professionalize school teaching and to argue for individual teachers' professional autonomy. In this article, I suggest that the ways in which subject knowledge has been treated in research-based recipes for…

This paper is concerned with the process of how subject and pedagogic knowledge emerge through teachers' learning in science. It suggests that problematizing subject knowledge through direct experience of learning in science, particularly in those areas that are known to be difficult, constitutes a productive way of turning a deficit model of…

Drawing upon two research projects, this paper analyses changes affecting the in-service training of adult literacy, numeracy and teachers of English for Speakers of Other Languages in England. There are many issues raised in this paper, particularly how in-service teacher education programmes in England can meet the diversity of learner need, how…

This paper highlights digitally literate, in-service teachers in leading edge schools in Norway and focuses on how they, in their professional development, adapt digital literacy. Today we find a consensus among policy-makers, researchers, teacher-educators and teachers that digital literacy must be given high priority and needs to be explored…

Preparing prospective teachers to work effectively with culturally diverse students remains an ongoing challenge for literacy teacher educators. Current teacher education practices help prospective literacy teachers to enhance their cultural awareness and sensitivity, but they do not necessarily enable teachers to translate their cultural…

Since 2002, adult numeracy specifications have been introduced for the first time in England. This article investigates the relevance of Bernstein and Shulman's theoretical frameworks to teacher training using the new Level 4 adult numeracy teacher training programmes as an example. The article discusses Bernstein's theories relating to pedagogic…

This article describes the efforts of a combinatorial approach of Schools Around the World (SAW) and Understanding by Design (UbD) to create a foundation for lesson study efforts based on the Japanese model. UbD provides a framework for study units rich in essential content, assessment practices and well-crafted activities. SAW and lesson study…

Investigates critical pedagogy by focusing on an empirically-based evaluation of the difficulties surrounding its potential realization. Discusses student response to different pedagogical approaches and institutional context. Examines whether it is possible for management teachers to implement a critical pedagogy to greater extent and potential…

Considers main education trends while society is moving towards a totally new information environment--cyberspace. Justifies and specifies the aims and tasks of education. Suggests a new pedagogical technology, projective pedagogy, as a solution. (Author/SAH)

This 2-year longitudinal study explores the process by which three populations of practitioners (mentors, co-ordinators, and teachers) interpreted a national curriculum involving a change in policies for teaching English as a foreign language. The analysis revealed that the process of managing the changes brought about by the new curriculum…

Several developments during the last decades have provoked spectacular changes in both Mathematics Teaching and the Education of Mathematics Teachers. From this perspective of renovation, we wish to define a new context in mathematics teacher education in which we consider that "pedagogical content knowledge" (Shulman, 1993, Mellado,…

This study concerns the "highly qualified teacher" provisions of the "Elementary and Secondary Education Act" ("ESEA," 2002), as reauthorized, and other policies at the federal, state and local levels, which have aimed to elevate the content knowledge of teachers. This examination of "Praxis II" score trends…

This paper will describe results concerning the impact of the PD on the three primary study outcomes: teacher knowledge of rational number topics, teacher instructional practices, and student achievement in rational number topics. All analyses are completed. However, the results cannot be shared at this time because the report is currently under…