Teacher self-efficacy to teach reading is positively associated with teacher effort and persistence as well as student performance. To provide effective reading instruction that meets the needs of students with reading difficulties, theoretical and empirical evidence suggests teachers need to believe they have the necessary knowledge and skills to…

The importance of preparing teachers to support the cognitive, social, and emotional success of students with migrant, refugee and asylum seeker backgrounds cannot be overstated. It is a universal concern. The recommendation presented are based on evidence provided by teachers and executive staff of one school with a reputation for exemplary…

Much of the debate about that which comprises teachers' professional knowledge has been important in the academic literature but does not necessarily reflect the reality of how they think as they construct the knowledge that underpins their practice. Typically, teachers are not encouraged to spend time talking about teaching in ways that are…

Teachers' knowledge has been an important research focus for many decades. Although many empirical studies have been carried out regarding content knowledge and pedagogical content knowledge, less attention has been paid to general pedagogical knowledge (GPK). The focus of this study is the exploration of different definitions and dimensions of…

This multiple case study explores the obstacles to preparing prospective Arab teachers to deal with values/moral issues, from the perspective of Arab teacher educators in one Arab college of teacher education in Israel. In-depth interviews with 13 teacher educators were conducted and analysed. Four obstacles were reported by teacher educators. The…

In this article, we examine teachers' use of knowledge sources in meetings where they discuss and formulate initiatives and solutions to develop existing teaching practice based on national test results. While practices of data use have been extensively researched, less attention has been given to the content of data use practices. Analyses of…

This study investigated student teachers' (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two. Student teacher's action-oriented knowledge is understood as core capability for the practice of teaching, and learning of action-oriented knowledge needs to be…

A commitment to long-standing child-centred ideologies and recent emphases on academic outcomes have both perpetuated narrow interpretations of play-based pedagogy in early childhood education. Instead, teachers might proactively and spontaneously deepen children's thinking and understandings related to children's own interests and motivations…