In the keynote address of the 42nd annual meeting of the Southeastern Regional Educators Association (SRATE), ATE President Karen Embry-Jenlink examines the critical role of teacher educators in preparing the next generation of citizens and leaders to sustain democracy. Drawing from historic and current events and personal experience,…

The purpose of this article is to explore how pedagogical visions inform our work as former classroom teachers and current teacher educators in rural and urban regions of the United States. Specifically, we explore the instructional decisions we make as we work to meet these visions in higher education. Teacher educators are charged with the task…

In late 2014, higher education leaders and experts in pedagogy were convened by the Association of College and University Educators (ACUE) to develop a scalable and comprehensive program on the essentials of college teaching. The result is ACUE's Course in Effective Teaching Practices in which faculty learn about and implement evidence-based…

Two departments in a secondary school in England participated in "lesson study" projects over a five-month period to explore its usefulness as a vehicle for professional development. Through a cycle of two research lessons, conducted separately in each department, teachers identified challenges that inhibited the learning of their…

This paper deals with a crucial topic: which factors influence the sustainability and scale-up of a professional development programme's impact? Theoretical models and empirical findings from impact research (e.g. Zehetmeier and Krainer, "ZDM Int J Math" 43(6/7):875-887, 2011) and innovation research (e.g. Cobb and Smith,…

From the 1990s until 2017 the High Ability and Inquiry Research Group (HAIR) at McGill University in Montreal, received C$1.3M in research funds from Canadian, Quebec, and US agencies to support its research and graduate training in education and educational psychology. Their research encompassed two principal areas, Inquiry in Education and…

In the light of new developments for the teaching profession, teacher education requires constant adjustments. In Canada, education is a provincial responsibility and varies across the country, and with national specialists associations also dictating guidelines, we have to satisfy competing expectations. This presents a number of challenges. The…

Because pedagogical content knowledge (PCK) includes teachers' understanding of how students learn, or fail to learn, specific subject matter, the development of PCK is an important goal to focus on in professional development programs. The research literature clearly indicates the complex nature of PCK as a form of teachers' professional…

This article offers a critical review of the literature on 21st century knowledge frameworks, with a particular focus on what this means for teachers and teacher educators. The authors accomplish this by identifying common themes and knowledge domains in 15 reports, books, and articles that describe the kinds of knowledge that researchers state…

This article underscores the need for a profound transformation in the training processes of future teachers, and thereby in teaching practices. The text first presents various grounds for this transformation, citing social, economic-political, teleological, axiological, epistemological, and psychological factors. It then focuses on teacher…

As a comparative analysis of teacher preparation in its sociohistorical contexts, this study examines the official educational aims and curricula of 49 mathematics teacher preparation programs in South Korea and the United States, where substantial differences have been observed in both student achievement and teacher knowledge. Overall, the…

This article presents the results of a survey questionnaire involving 841 third and fourth year students enrolled in a French language Bachelors degree program in Elementary Education at four Quebec universities. The questionnaire dealt with pre-service elementary teachers' representations of the teaching and learning of four school subjects:…

Pre-service teacher education in England has been essentially school-based since 1992. The article offers a critique of this design from the perspective of a practitioner and researcher working in one of its most influential schemes. The fundamental problem described concerns an impoverished understanding of experience that underpins how beginning…

Technology is a learning and teaching tool that enhances students' communication, innovation, and critical thinking skills, also known as 21st century learning goals. Successfully using technology in the classroom to promote these learning goals, however, has presented some challenges for teachers. While research has identified a variety of…

This Issue Brief, written through a collaboration between two federally funded technical assistance and research dissemination centers, the New York Comprehensive Center (NYCC) and the National Comprehensive Center for Teacher Quality (TQ Center), describes what "teaching as a clinical practice profession" means to those in the field of teacher…