Policy documents relating to teacher education in Ireland and Norway from 2008 to 2016, representing periods of change in teacher education in both jurisdictions, were analysed to explore the discursive construction of reflective practice. Employing a discourse analysis, the study found that, while reflective practice was seen as important in both…

This conceptual essay explores the role a teaching philosophy plays in the experiences of K-12 classroom teachers who are firmly established in a school context. We draw on our experiences as in-service teacher educators and K-12 teachers to examine the extent to which teachers make decisions that are grounded in a well-thought out and clearly…

Teaching the Nature of Science (NOS) in elementary schools and in higher education institutions has become the focus of the science education research community because there is a need to redefine teaching methods and practices. Studies have shown that elementary teachers' views and attitudes towards teaching the NOS are not always compatible with…

Online discussions enabled preK-12 teachers (n = 125) from five nations (Brazil, Colombia, Ecuador, Paraguay, and the United States) to share their perspectives of culture and citizenship and the intersections of those concepts. Discussion moved between elements of personal and others' theory into effects of theory on practice. Teachers identified…

Teacher Research Groups (TRGs) provide one means of creating learning communities among teachers with the express purpose of systematically examining practice and enriching teachers' knowledge about learning and teaching. These groups meet regularly, may be facilitated by a more experienced peer or university researcher, assist teachers with the…

Interviews with 23 deaf or hearing teachers of the deaf raised two questions concerning the use of narrative to understand teachers' thinking about teaching: namely, the limits of narrative as a data source and the feasibility of productive analysis of narratives. Results suggest that teachers do not store information about teaching as narratives…

This paper describes a professional development program for teachers. The Certificate of Teaching and Learning (CTL), developed in Australia for Kindergarten through Year 12 teachers across all subject areas. It outlines the process of conceptualization, the dilemmas faced by the development team, and the final implementation across Australia.…

This document consists of the eight issues of the series "Revista Investigacion Educativa" published during the 4-year period 1992-1995. This review of educational investigation seeks to promote the exchange of information about empirical research in education. It is published semiannually, and includes reports of both quantitative and…