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Showing 1 to 15 of 79 results Save | Export
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Milewski, Patrice – Paedagogica Historica: International Journal of the History of Education, 2022
Using the example of the 1937 Ontario elementary school reforms, this article will make the case for considering pedagogical knowledge as a distinct object in the history of education. In this context, pedagogical knowledge refers to the conceptual and normative aspects of teaching and learning that seek to inform the decision-making of the…
Descriptors: Educational History, Educational Change, Elementary Schools, Pedagogical Content Knowledge
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Barrett, Brian; Hordern, Jim – Journal of Curriculum Studies, 2021
In this paper, we aim to outline what foundations can offer in terms of understanding education and educational practice, and thus for providing a basis for teachers' professional knowledge. We look critically at the struggle foundation disciplines often experience with coherence and integration in terms of both their relation to each other and to…
Descriptors: Educational Practices, Pedagogical Content Knowledge, Knowledge Base for Teaching, Foundations of Education
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Fransson, Göran; Gallant, Andrea; Shanks, Rachel – Journal of Educational Change, 2018
Teacher standards are used in many countries, but it has been argued that there is a disconnection between the standards and teachers' everyday practices. Mega-narratives about teachers' practices have been recognised as powerful for educational change and when implementing and legitimising standards. In this comparative study, the standards for…
Descriptors: Foreign Countries, Comparative Education, Beginning Teachers, Educational Practices
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Hordern, Jim; Tatto, Maria Teresa – Oxford Review of Education, 2018
This paper scrutinises the educational knowledge requirements of craft, technical, and reflective professional conceptions of teaching, as recently outlined by Winch, Oancea, and Orchard. Drawing on Bernsteinian sociology of knowledge we identify the different requirements each conception makes of educational knowledge, and how it is envisaged…
Descriptors: Educational Practices, Knowledge Base for Teaching, Pedagogical Content Knowledge, Teacher Education
Clement, Mary C. – Phi Delta Kappan, 2016
If what is known about the work of teachers is overlaid across the information from the literature about the millennial generation, what comparisons can be made? What may be different with regard to providing millennial teachers the support and motivation they need for their work? How might employers tap in to that knowledge base in hiring,…
Descriptors: Generational Differences, Teacher Education Programs, Teacher Competencies, Knowledge Base for Teaching
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Maclellan, Effie – Journal of Pedagogy, 2016
Two different strands of evidence coalesce to give rise to the issue of concern in this paper. Firstly, proposals for educational reform assert that teacher-agency is necessary for "effective" reform. Indeed it is argued that it is agency which drives the construction/reconstruction of professional knowledge, to influence and transform…
Descriptors: Educational Change, Knowledge Base for Teaching, Decision Making, Professional Autonomy
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Parsons, Seth A.; Vaughn, Margaret – Theory Into Practice, 2016
In this article, the collection of articles in this issue are synthesized to discuss conceptualizations of adaptive teaching as a means to foster spaces for adaptive teaching in today's complex educational system. Themes that exist across this collection of articles include adaptive teachers as constructivists, adaptive teachers as knowledgeable…
Descriptors: Teaching Methods, Teaching Models, Instructional Innovation, Knowledge Base for Teaching
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Dam, M.; Janssen, F. J. J. M.; van Driel, J. H. – Research in Science Education, 2018
The implementation of educational reforms requires behavioral changes from the teachers involved. Theories on successful behavioral change prescribe the following conditions: teachers need to possess the necessary knowledge and skills, form strong positive intentions to perform the new behavior, and have a supporting environment for change.…
Descriptors: Educational Change, Intention, Teacher Behavior, Teacher Motivation
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Chen, Xiangming; Wei, Ge; Jiang, Shuling – Journal of Curriculum Studies, 2017
Previous research concerning teacher practical knowledge has revealed its epistemological foundations, content structure and research methodology, but little research examines its ethical dimension. Based on a four-year project in China, this study probes the ethical dimension of an experienced teacher's practical knowledge, explicated in a…
Descriptors: Ethics, Faculty Development, Foreign Countries, Epistemology
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Chinen, Marjorie; Coombes, Andrea; De Hoop, Thomas; Castro-Zarzur, Rosa; Elmeski, Mohammed – Journal on Education in Emergencies, 2017
This mixed-methods cluster-randomized controlled trial examines the impact of a teacher-training program that aimed to promote positive gender socialization in the conflict-affected region of Karamoja, Uganda. The theory of change suggests that the education system and teachers can play critical roles in promoting positive gender roles and gender…
Descriptors: Foreign Countries, Peace, Sex Role, Gender Differences
Ramey, M. Deanna – ProQuest LLC, 2018
Head Start is a federally funded program providing comprehensive social and early education services to children from low-income households and their families. Seeking to boost outcomes of Head Start students, in 1998 Congress amended Head Start's statement of purpose, specifying school readiness as the program's top priority. This mission change…
Descriptors: Language Acquisition, Preschool Education, Disadvantaged Youth, Low Income
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Bansilal, Sarah; Webb, Lyn; James, Angela – South African Journal of Education, 2015
With the advent of the Minimum Requirements for Teacher Education Qualifications policy (MRTEQ), higher education institutions (HEIs) are rethinking curricula for teacher training in order to enable entree for in-service teachers to reskill, retrain and have access to higher qualifications. In the field of mathematical literacy (ML), most teacher…
Descriptors: Inservice Teacher Education, Numeracy, Teacher Education Programs, Knowledge Base for Teaching
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Voogt, Joke M.; Pieters, Jules M.; Handelzalts, Adam – Educational Research and Evaluation, 2016
Collaborative design positively affects both professional development and the implementation of curriculum change, because teachers develop competencies and practice and develop ownership of the change. The current study was aimed to explore what empirical evidence is available about processes that take place when teachers co-design and how these…
Descriptors: Teacher Collaboration, Teamwork, Curriculum Design, Faculty Development
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Chitpin, Stephanie – Educational Philosophy and Theory, 2013
Popper's theory of learning is sometimes met with incredulity because Popper claims that there is no transference of knowledge or knowledge elements from outside the individual, neither from the physical environment nor from others. Instead, he claims that we can improve our present theories by discovering their inadequacies. The intent of this…
Descriptors: Educational Philosophy, Learning Theories, Knowledge Base for Teaching, Educational Practices
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Agbenyega, Joseph Seyram; Klibthong, Sunanta – Australian Journal of Teacher Education, 2015
Educating children with disabilities alongside their peers in mainstream preschools has increased intensely over the past few years, affecting all aspects of early childhood education. Many children who previously would have been educated in segregated special centres are now being included in inclusive preschools. This research paper discusses…
Descriptors: Educational Change, Knowledge Base for Teaching, Preschool Teachers, Asians
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