Public school teachers within a Pennsylvania intermediate unit are receiving inadequate job-embedded professional development that recognizes knowledge of content, pedagogy, and technology integration, as outlined by Mishra and Koehler's Technological Pedagogical Content Knowledge (TPACK) framework (2006). A school environment where teachers are…

Recent research shows that teachers' level of Mathematical Knowledge for Teaching (MKT) and their beliefs about teaching and learning effect teaching practices and student achievement. Higher levels of MKT typically lead to more effective teaching abilities in terms of helping students make meaning of mathematical concepts, but beliefs seem to be…

School mathematics leaders play a significant role in leading improvement in mathematics education in schools. An online survey was administered to obtain an overview of the current nature of the role of the school mathematics leader. Responses were received from 56 primary school mathematics leaders from Victorian government schools. Findings…

This phenomenological study investigated how six elementary teachers are utilizing digital tools and how they perceive these tools can meet their needs for professional collaboration. The study was designed using the theoretical framework of social constructivism and the belief that knowledge is created through social interactions, meaningful…

This study reports on the development and field study of K-TEEM, a web-based assessment instrument designed to measure mathematical knowledge for teaching (MKT) at the early elementary level. The development process involved alignment with early elementary curriculum standards, expert review of items and scoring criteria, cognitive interviews with…

The topicality of the research is conditioned by the social and pedagogic, scientific and theoretical, and scientific and methodical aspects. With regard to this, the paper is aimed at revealing the dependence of the teacher's overall work capacity on the development of his/her professional expertise. The leading methods in studying this problem…

Effective technology integration within all areas of education is an objective in most schools given the amount of time students are using technology personally and at school. PE teachers have been challenged to find innovative ways to integrate technology to enhance student learning. A specific type of knowledge is necessary for integration…

The educational standards in geography in the German-speaking world separately refer to the areas of competence of judgment and evaluation and thus attach outstanding importance to reflective value orientation in geography classes. The tasks and challenges that arise from that for geography teachers will be investigated in a…

There has been much research into the nature and uses of school geography textbooks as teaching resources, yet the perceptions of their authors have been neglected. This study investigated the perspectives of a sample of authors of English primary and secondary school geography textbooks on their experiences as textbook authors. It enquired into…

Despite the recent emphasis on science practices, little work has focused on teachers' knowledge of these key learning goals. The development of high quality assessments for teachers' pedagogical content knowledge (PCK) of science practices, such as argumentation, is important to better assess the needs of teachers and to develop supportive…

Lee S. Shulman deplores that the field of education as a profession does not have a pedagogic signature, which he characterizes as a synthesis of cognitive, practical and moral apprenticeship. In this context, the following study has three goals: 1) In the first theoretical part, the basic problems of constructing a pedagogic signature are…

Richard Milner, and Lori Delale-O'Connor offer their remarks on Daniel Lapsley & Ryan Woodbury's commentary (available in this v38 n3 2016 issue of "Action in Teacher Education") entitled "Moral Character Development for Teacher Education." They begin the conversation by commenting that Lapsley and Woodbury raise some…

Mathematics educators and writers of mathematics education policy documents continue to emphasize the importance of teachers focusing on and using student thinking to inform their instructional decisions and interactions with students. In this paper, we characterize the interactions between a teacher and student(s) that exhibit this focus.…

This case study of developing teacher attitudes, beliefs and content knowledge at one primary school in the North-West of England deals with the new spelling, punctuation and grammar (aG) elements of the National Curriculum, focusing on grammatical terms and concepts. It uses data collected over 10 months from June 2014 to March 2015, including…

The purpose of this qualitative case study was to understand how alternate route first year science teachers' learning experiences gained from their alternate route courses translated into their classroom instruction and facilitated the development of their pedagogical content knowledge. Participants included three first year high school teachers…