Purpose: This article aims to identify and describe the research outcomes of studies that have employed the theoretical framework of lesson study (LS) in initial science teacher preparation programs. The focus is on the impact of LS on preservice teachers' (PST) pedagogical and content knowledge, beliefs, routines and norms for professional…

Teachers' language assessment literacy (LAL) refers to teachers' ability to perform assessment-related tasks. Despite the significant role of language assessment literacy in English language teaching and learning, many teachers reported to have an inadequate ability to perform assessment-related tasks because of the lack of assessment training…

Psychological research suggests that integrating teacher-child interactions, quality instruction, and evidence-based curricula and assessments into teacher preparation and professional development is likely to enhance child outcomes and improve teaching practices, particularly when reinforced by ongoing professional learning and continuous…

This paper presents the findings of a systematic literature review that answers the research question: how does current literature define effective professional development? In answering this question, a set of design principles for effective professional development have been produced for utilisation by researchers and practitioners within and…

Studying the sources of teachers' knowledge and the importance of different sources is of great significance to promote the development of teachers' knowledge. This paper systematically analyzes 27 empirical studies on the sources of teachers' knowledge in China and abroad in the past two decades or so in terms of methods and findings. The results…

It is indicated that research on professional development programmes (PDPs) for mathematics teachers mostly concerns whether a programme affects the teachers' practice or student learning, while the teachers' learning is treated as a "black box." Calls have been made for a shared body of knowledge on teachers' professional learning and…

TPACK development for prospective mathematics teacher students is a crucial aspect in preparing educators who are able to integrate technology effectively in the learning process. This study aims to examine the development of TPACK for prospective mathematics teacher students and the most effective form of TPACK development for prospective…

This study is a systematic review of Technological Pedagogical and Content Knowledge (TPACK) studies concerning primary mathematics education published between 2005 and 2022. The aim of the systematic review was to identify the common features of previous TPACK research on primary mathematics education and identify the research gaps based on their…

Equipping elementary (i.e., grades K-5) teachers with adequate content and pedagogical knowledge to promote effective reading instruction based on the science of reading is a crucial piece of the reading education puzzle. We reviewed 20 empirical studies to examine the impact of teacher preparation and training programs on elementary teachers'…

We present results from a meta-analysis of 95 experimental and quasi-experimental pre-K-12 science, technology, engineering, and mathematics (STEM) professional development and curriculum programs, seeking to understand what content, activities, and formats relate to stronger student outcomes. Across rigorously conducted studies, we found an…

How should teachers spend their STEM-focused professional learning time? To answer this question, we analyzed a recent wave of rigorous new studies of STEM instructional improvement programs. We found that programs work best when focused on building knowledge teachers can use during instruction: knowledge of the curriculum materials they will use,…

This qualitative document analysis study reports on opportunities to learn provided by textbooks for mathematics content courses for pre-service elementary teachers. Specifically, the study examined opportunities to engage in problem posing and quantitative reasoning, in the context of fractions, provided by six textbooks commonly used in the…

Video and coaching as vehicles for teachers' professional development have both received much attention in educational research. The combination of the two, video coaching, where teachers watch and discuss videos of their own practice with a coach, seems especially promising, but there is limited insight into how the design leads to desired…

Designed by the meta-synthesis method, the researchers examined the studies designed on the Understanding by Design (UbD) and implemented and their findings were qualitatively evaluated. It tried to obtain a comprehensive and holistic perspective on the effects and reflections of the model. 48 UbD studies were accessed from 6 databases, and 12…

Technological Pedagogical Content Knowledge (TPACK) studies have surged over the past few years, however, there is a lack of studies that have comprehensively reviewed and synthesized data on teachers' TPACK self-efficacy. The present review aimed to provide data on research methods, study samples, subject domains, and evaluation approaches used…