The goal of this research is to examine how implementing a new pedagogical structure, Academic Choice, informs my understanding of my students as learners and individuals. Using a self-study methodology over the course of eight working sessions in my Kindergarten classroom, I collected multiple forms of qualitative data, including student work…

The purpose of this article is to inform teachers about the ways technology can be integrated to add value to literacy instruction. Artistic technology-integrated literacy and disciplinary instruction in preK through grade 4 classrooms is described through the stories of five teachers who were identified as both strong teachers of literacy and…

This research tracked the confidence of 16 undergraduate and postgraduate pre-service geography teachers as they completed a single semester, senior phase geography curriculum course. The study focused specifically on the pre-service teachers' confidence in geographical subject matter knowledge and their confidence in teaching geographical skills.…

The pedagogic practical knowledge that teachers use in their lessons is very difficult to make visible and often remains tacit. This chapter draws on data from a recent study and closely analyses a number of Open Educational Resources used by three language teachers at the UK Open University in order to try to capture how their use of the…

In this article, Leslie Duhaylongsod, Catherine E. Snow, Robert L. Selman, and M. Suzanne Donovan describe the principles behind the design of curricular units that offer disciplinary literacy support in the subject of history for middle school students who represent a wide range of reading levels, and for their teachers, whose own subject matter…

The idea that chemical knowledge can be represented in three main ways: macro, submicro, and symbolic (chemistry triplet) has become paradigmatic in chemistry and science education. It has served both as the base of theoretical frameworks that guide research in chemical education and as a central idea in various curriculum projects. However, this…

Learning to teach is hard. Student teachers are still learning the content, and most are struggling with both teaching equitably to all students and keeping pace with district curriculum guidelines. It is challenging for student teachers to integrate their own ideas about good teaching with those of their teacher education programs. How…

My departure from traditional methods of teaching and assessment (i.e., lecture and close-ended exams) was prompted years ago by a "gut feeling" that has morphed into an explicit examination of my teaching practice and students' reactions to it. The scholarly approach and empirical evidence in "Teachers and Learning"…

Subject knowledge is an important component of primary teachers' repertoire, though it has not been studied widely beyond their understandings of aspects of science and mathematics. Evaluations of the quality of teachers' geographical knowledge for teaching primary geography indicate a disparity between high quality teachers and less strong…

The Problem-Based Learning (PBL) Project for Teachers included three days of professional development using PBL to deepen teachers' content knowledge. Teachers identified the content area in which they wished to work from a list of choices. They worked in facilitated groups of from five to nine participants to solve rich, ill-structured…

While circulating the room during a classroom activity where preservice teachers are required to teach a mini-lesson to their classmates, Jane Metty's ear was drawn to one particular group where a student asked, "What color is blood?"--and heard the student teacher confidently answer, "Blue." She then began to wonder where…

Teacher professional development has been considered as the most effective strategy to promote teacher change. However, this mostly presupposes that teacher professional development programmes can change teachers' attitudes and beliefs, subsequently change classroom behaviours and practices, and ultimately improve student learning outcomes. This…

The notion of technological pedagogical content knowledge (TPACK) has recently emerged as a key theoretical framework that could help explain the complexity involved when teachers integrate ICT into classroom teaching. While the framework has been employed in hundreds of published studies, surveys of teachers' TPACK for specific subject matter,…

In 2009, the National Science Foundation funded the "Dynabook: A Digital Resource and Preservice Model for Developing TPCK" project through its Discovery Research K-12 program. Dynabook project leaders and the National Science Foundation (NSF) recognized that digital textbooks would soon be a primary instructional resource, and seized…

This research is about using two different instruction models, "theory course combined with sample introduction" and "theory course combined with case method teaching", to instruct elementary teachers on how to guide the science fair product in two courses (16 and 12 teachers in each class) and observe their guiding tactics after the instructed…