For developing professional development (PD) programs, research suggests referring to effective components. In developing a PD program on classroom dialogue, we explored to what extent effective components could be addressed. We conducted a study with two groups. In the "Dialogic Video Cycle" (DVC), six German teachers participated in a…

The author reflects on how she has used technology as a language teacher since the mid-1980s. She describes the evolution of technology in language learning pre- and Internet tools, from "blended learning" to social media. She concludes with the telecollaboration projects she has been recently working on and the issues they have found…

This paper offers insight into learning Slovak in an e-learning environment. The need to reach distance-learners of Slovak led to the implementation of a web-based course on Slovak language and culture in 2008-2010. The pedagogical basis of the course, called Virtual Slovak, is the socioconstructivist approach to teaching and learning, in which…

Despite the growing interest in examining the link between peer-peer collaborative dialogue and second language (L2) development in recent years (Swain, Brooks, & Tocalli-Beller, 2002), much of the empirical work in this regard focused on face-to-face communication, leaving the operationalization of collaborative dialogue in text-based…

Literature in mathematics has been found to foster positive improvements in mathematics learning. This manuscript reports on a mathematics teacher educator's use of literature via literature circles with 11 prospective secondary mathematics teachers in a mathematics content course. Using survey and reflection data, the author found that…

This article considers how instructors with larger classes can utilize Web 2.0 tools to help students develop as writers. Meeting the needs of readers defines strong writing, yet students need to interact with authentic audiences to learn to do this well. A growing body of educators is exploring how blogging can be used to enhance student…

Few studies have focused on the identity formation of non-native English speaking teachers (NNESTs) as legitimate speakers and teachers of English. Drawing on Norton's (2000) poststructuralist theory of identity as a process of struggling and changing, this study examined whether and how Asian international students studying for a Masters in…

A crucial element in any teacher training programme is teaching practice. Terms such as practicum, refers to teaching practice which is embedded in the teacher training programme itself. Such stints become more challenging for a teacher, for their teaching would be observed and assessed by a teacher educator. The purpose of this study was to…

In spring 2012, Sherry Kaufman, a consultant at Francis W. Parker School in Chicago, was asked to support kindergarten teachers in deepening their practice of constructivism and exploring the Reggio Emilia approach to early childhood education. Central to such an approach is the belief that all learning is socially constructed through interaction…

The Butabika-East London Link collaborated with Ugandan mental health services to train mental health professionals (psychiatric clinical officers, "PCOs", and clinical psychologists and psychiatrists, "Core Group") in psychological therapies. The aims of this research were to investigate how professionals were applying and…

This research study investigates the notion of "inspiring" teaching through case studies of a purposive sample of 17 primary and secondary school teachers in England. The research was commissioned by CfBT Education Trust as part of a collaborative professional development initiative involving its schools. It arose from headteachers'…

In 2010, a comprehensive secondary school in the south of England implemented a whole-school approach to "learning to learn" (L2L). Drawing on a range of evidence-based practices, a team of teachers worked collaboratively to design and deliver a taught L2L curriculum to all students throughout Key Stage 3. In total, the first cohort of…

Engagement in game design tasks can help preservice teachers develop pedagogical and technical skills for teaching and promoting critical thinking and problem-solving skills. Through the design process, preservice teachers not only exercise critical-thinking and problem-solving skills, but also learn about an instructional method to support their…

The purpose of this descriptive qualitative study was to examine case study as a pedagogical tool used to scaffold the conceptualization of developmentally responsive pedagogy for middle level preservice teachers in early field experiences. Child study projects (CSP) completed by middle level preservice candidates were analyzed to determine if…

This article describes an interpretive study that evaluated a new subject in teacher education called "Education for Sustainable Development". The study evaluated the subject for its ability to prepare pre-service teachers for their roles as environmental educators. We used perspectives in place-based pedagogy and critical thinking to underpin the…