Currently, it is not clear whether professional development staff at Informal Science Institutions (ISIs) are considering the way exhibits contribute to the social aspects of learning as described by the contextual model of learning (CML) (Falk & Dierking in "The museum experience." Whalesback, Washington, 1992; "Learning from…

Various educational technologies have been advanced as potential vehicles to transform teaching and learning. Still, research studies have documented that primary school teachers struggle to integrate technology in meaningful ways. This article presents the findings of a year-long study in which the author frequently observed three primary school…

The field of professional development is moving towards the notion of professional learning, highlighting the active learning role that teachers play in changing their knowledge bases, beliefs and practice. This article builds on this idea and argues for creating professional learning that is guided by a collaborative action research (CAR)…

In designing professional learning for system-level leaders, two participant roles emerge as key: learners of content and agents of change. For learners, the principles of strong instruction apply. Exposure to content must occur repeatedly, be connected to prior knowledge, and is most effective when communities of learners work together. As change…

The purpose of this international study was to contrast the differences in graduate student perceptions of professor pedagogical content knowledge, individualized consideration, Student-Professor Engagement in Learning, professor intellectual stimulation, and student deep learning. Sixty-seven graduate business and 70 graduate education students…

Teachers' content-related knowledge is a key factor influencing the learning progress of students. Different models of content-related knowledge have been proposed by educational researchers; most of them take into account three categories: content knowledge, pedagogical content knowledge, and curricular knowledge. As there is no consensus about…

This paper describes a mentoring program designed to prepare novice instructors to teach a college geometry class using inquiry-based methods. The mentoring program was used in a medium-sized public university with approximately 12,000 undergraduate students and 1,500 graduate students. The authors worked together to implement a mentoring program…

Concerns about the decreasing quality of geography education within primary schools can be linked to a decrease of time spent on geography education and, for example, to low achievement on national or school-specific tests. Learning outcomes for geography stay behind in relation to what experts believe that pupils should perform. Results indicate…

This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. Regression analyses revealed statistically significant relationships between teachers' beliefs and…

Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers (PSTs) to teach science. Elementary PSTs are one of the science education community's major links…

The study investigated teacher knowledge of error analysis in differential calculus. Two teachers were the sample of the study: one a subject specialist and the other a mathematics education specialist. Questionnaires and interviews were used for data collection. The findings of the study reflect that the teachers' knowledge of error analysis was…

This paper describes a mentoring program designed to prepare novice instructors to teach a college geometry class using inquiry-based methods. The mentoring program was used in a medium-sized public university with approximately 12,000 undergraduate students and 1,500 graduate students. The authors worked together to implement a mentoring program…

Preservice teachers are key element to shape students' attributes and key factor affecting to motivate students to have achievement in learning behaviors. This study aims to investigate pedagogical content knowledge of preservice teachers. Forty three preservice science teachers participated the study, inquiry-based instruction was implemented in…

This study uses teacher research to examine teacher learning in the context of instructional coaching. The author, a mathematics instructional coach, engaged in an intense three-week coaching relationship with a high school Algebra teacher. A detailed description of the teaching and learning of quadratics that took place during this research…

Pedagogical content knowledge (PCK) has been described as the knowledge teachers' use in the process of designing and implementing lessons to a particular group of students. This includes the most effective representations that make the content understandable to students, together with the preconceptions and misconceptions that students hold. For…