Research over the last decade has demonstrated that it is experience and the observation of other coaches that remain the primary sources of knowledge for coaches. Despite this, coach education and continuing professional development fail to draw effectively on this experience. Using the work of Pierre Bourdieu, this paper attempts to understand…

This paper draws on videotapes of mathematics lessons prepared and conducted by pre-service elementary teachers towards the end of their initial training at one university. The aim was to locate ways in which they drew on their knowledge of mathematics and mathematics pedagogy in their teaching. A grounded approach to data analysis led to the…

This study investigated teachers' beliefs and practices of cooperative learning, and strove to determine whether their observed teaching practices reflected their stated beliefs. Findings of the study revealed that teachers understood cooperative learning to mean small groups of students working together to accomplish a particular assignment. The…

This paper provides an introduction to teacher language awareness (TLA) and a personal reconceptualisation of the relationship between TLA and other dimensions of teacher knowledge, revisiting issues discussed in Andrews (2001). In the first part of the paper, knowledge of subject matter is identified as the core of TLA. Given the increased…

This is the first in a series of articles addressing conceptions of teacher learning, and the implications of these conceptions for improving the practice of teaching. This article provides descriptions of three perspectives on teacher learning: knowledge-for-practice, knowledge-in-practice, and knowledge-of practice (Cochran-Smith & Lytle, 1999).…

Ideally, the learning dynamic between teachers and their students is a reciprocal one, wherein students learn from teachers and teachers learn from students. Though teachers can learn from all students, a particular group--second language learners--may open even wider spheres of learning. In this article, the authors explore this notion of…

Early childhood educators respect children's need to construct their own knowledge by supporting curricula that allow children to make choices and to be active learners. However, what everyone appears to want for students--a wide array of learning opportunities that engage students in experiencing, creating, and solving real problems, using their…

This article describes a professional development approach involving inter- and intra-school collaboration-site visits that build teachers' mathematical content knowledge and pedagogical strategies. Teachers collaboratively plan lessons, observe lessons, reflect on the implementation of the lessons, and refine their practice in a collegial,…

Algebra is no longer just for college-bound students. After a widespread push by the National Council of Teachers of Mathematics (NCTM) and teachers across the country, algebra is now a required part of most curricula. However, students' standardized test scores are not at the level they should be. NCTM's seventieth yearbook takes a look at the…

In this article, the authors reply to the arguments of Professors Nagel and Ladwig on the article "The logic of convergence and uniformity in teacher production". Professor Ladwig's review of their article is particularly valuable in two respects. First, it highlights the need for an institutional level of analysis to explain fully and…

This paper considers the main characteristics of contents' connections between technical education and physics curricula, in the sixth, seventh and eighth grade of the Serbian primary school. The undertaken logical and didactic analyses of interconnectedness between contents structure of the two school subjects are based upon comparisons which…

The purpose of "Effective Student Assessment and Evaluation in the Classroom: Knowledge + Skills + Attributes" is to more clearly articulate the student assessment knowledge, skills and attributes expected under the Teaching Quality Standard Ministerial Order of applicants for Alberta interim professional teacher certification. The…

This report examines the implementation of the first year of the Pennsylvania High School Coaching Initiative. Funded by the Annenberg Foundation, it is an on-site professional development initiative that employs instructional coaches using Penn Literacy Framework in an attempt to improve the level of teacher instruction in districts across the…

The purpose of this article is to show teacher competence is due to not only experience but also knowledge of the subject matter. Many schools in Lebanon are suffering from teacher incompetence in general and English language teachers' incompetence in particular. Twenty pre-service and eighteen in-service Lebanese English teachers teaching in…

A mixed methodology approach was used to address the question: what are skills, knowledge and dispositions that co-teachers need to balance the seemingly competing mandates of NCLB and IDEIA in order to prepare teachers for the classrooms of today and tomorrow? Based on the results of two recent studies that focused on secondary co-teacher teams…