"Training" certainly fit the factory model of education. To others, the word conjured images of what one does to animals, getting them to sit, roll over, and play dead. Few educators now describe their learning experiences as training. The word "development" may be an improvement, but just a small one. It evokes images of what someone does to…

The paper examines how community was established in a professional development institute that focused on algebra content knowledge for middle school mathematics teachers. This qualitative study was framed within a situative perspective. We analyzed multiple data sources to identify the ways in which community was established. Results indicate…

This paper presents a case-study of a mathematics teacher who has substantively developed her mediational strategies and her conceptions of mathematical knowledge as a result of her participation in an in- service program. Her new teaching practices raise serious dilemmas for her in relation to her teaching context, in particular, the limited…

Addresses the problem of constructing a syllabus as a pedagogical tool and an artifact of scholarship. States three scholarly syllabus benefits: (1) provides a picture of research and reflection; (2) has potential to organize, integrate, and direct student learning; and (3) aids teachers in planning classroom activities. (Author/KDR)

Examined how college faculty thought about student learning, learning, focusing on pedagogical content knowledge acquired by faculty at a private university. Using data from faculty interviews, the article describes 20 types of influences on student learning that faculty have become aware of through their engagement in team efforts to redesign…

Defines pedagogical content knowledge (PCK), summarizing relevant research. The paper describes how teachers can develop rich PCK, focusing on three comprehensive teaching models that can be used to enhance teachers' PCK (sport education, a tactical games approach, and ecological task analysis). The paper concludes by highlighting strategies for…

Reviews literature on constructivist theories, noting that constructivism challenges some understanding of content knowledge. Asserts that constructivist approaches can provide insights for teacher education as long as student understanding of content remains paramount. (Contains 35 references.) (SK)

Researchers of literacies in out-of-school settings often argue that their studies hold significant implications for teaching practices. This argument seems to be partially supported by studies that have won the Alan C. Purves Award between 1998 and 2001, acknowledging RTE articles most likely to impact educational practice. Yet this line of…

Becoming "Asia literate" is a pivotal part of the federal government's "Education Revolution". The federal government asserts that "equipping young Australians with the knowledge and skills to communicate and work with our regional neighbours...such skills must be a core element of an Australian school curriculum"…

The No Child Left Behind Act requires that all teachers be certified within the content areas that they teach. However, attracting and retaining highly qualified science teachers in rural school districts is particularly difficult due to limited resources and geographic and professional isolation. Science professional development programs could…

The Executive Director of the National Science Teachers Association (NSTA) identifies three ways in which the U.S. can improve its science education. The first is to ensure that all science teachers have enough knowledge of the content they are teaching. Second, the science education community needs to improve the science education standards by…

The authors examine the field of contemporary teacher knowledge research. Specifically, they examine the use of narrative representations by researchers in this field. They make a general argument for the development of distinct narrative genres in teacher knowledge research because considerations of distinct genre styles can help researchers…

This article challenges the tradition in much history education research of privileging teachers' content knowledge--and within this area, their understanding of evidence and epistemology--in explorations of the knowledge shaping their pedagogical reasoning and practice. Moving away from the normative statements that often follow from this…

The study investigated the relationship/effect of students' perception of teachers' knowledge of subject matter, attitude to work and teaching skills on students' academic performance. The population consisted of senior secondary three (SS.III) students in the South West Nigeria senior secondary schools. The study sample consisted of 1600…

The purpose of this study was to determine prospective teachers' knowledge about the concept of division. One focus of interest was whether the prospective teachers were able to represent division of fractions. The participants were introduced to an alternative model for representation of fractions based on a rate or ratio model of division…