This study examines two longstanding but thinly evidenced claims regarding credentialing requirements for teachers in the early grades (pre-K, K, 1, 2, and 3): 1) that elementary education (ELED) educator standards, under which many U.S. early grade teachers are prepared, address early instructional practices less adequately than early childhood…

This paper focuses on the concept of intersectionality, which has been used to account for multiple forms of identity and inequality. It argues that intersectionality is a powerful theoretical lens that could be used in analyzing language teachers' identities and their various contexts. It is also deeply connected to an orientation and…

The Illinois Educator Preparation Profiles (IEPP) system, housed at the Illinois State Board of Education (ISBE), provides public information on the performance of Illinois teacher preparation programs (TPPs) across the state. TPPs are scored on 11 indicators grouped into four domains--candidate selection and completion, knowledge and skills for…

This article presents an analysis of the links between teacher practice and forced displacement based on a theoretical conceptualization and the narratives of the main actors: teachers and students of the first cycle of two schools in the city of Bogota. We analyze the contexts of the schools and the dynamics of the school scenarios. The research…

There are multiple explanations for why many children do not have access to well-prepared pre-K teachers. The five programs profiled in this report show that it is possible to give pre-K teachers rich, research-based training that prepares them to work with young children. However, there is a scarcity of opportunities focused on the developmental…

As curriculum scholars in South Africa express concerns about the failures of the outcomes-based curriculum policy that has been introduced post-apartheid it is of increased importance to try and understand the professional development that is required by teachers for its successful implementation. As a contribution to the development of such…

This project is based on research conducted with 12 schools in New South Wales, Australia. It examines how each school incorporates Aboriginal perspectives in its Kindergarten to Year 6 program with a view to identifying quality practice. As we interviewed teachers in these schools, it became clear that there is considerable confusion over the…

This article analyses findings from two studies conducted collaboratively across two educational settings, New Zealand and England, in 2001-2002. These studies examined the impact of national educational policy reforms on the nature of primary teachers' work and sense of their own professionalism and compared these impacts across the two…

This paper contributes to the on-going debate about specialisation and teaching art in primary schools. Moreover it provides a starting point for further research and the design of in-service training that responds to the different needs and attitudes of primary school teachers in relation to teaching art. This is done by investigating several…

Changes in 70 teachers' confidence, attitudes and science understanding were tested before and after a major in-service programme. Attitudes were assessed using a 49-item Likert-scale test that probed attitudes to practical science teaching and in-service training. Multi-choice and open-ended questions measured understanding of electricity;…

Following the implementation of the new Curriculum 2005, outcomes-based education, professional development is one of South Africa's national goals in the continuing reform of its education system. Most school teachers are not familiar with teaching outcomes-based education and need training to be able to do so. Project UNIVEMALASHI, a…