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…

This study examined the variations between providing secondary-school teachers with collaborative professional development (PD) and traditional PD. Although the U.S. local and federal governments spend billions of dollars on teacher PDs each year, there is still a debate on the effectiveness of those trainings. Research suggests that the most…

Presenters' pedagogical choices are strongly affected by whether they view knowledge as coherent or fragmented. This mixed-methods survey study seeks to contribute to epistemological discussions and associated pedagogical suggestions in the context of mole ratio related mistakes evident in stoichiometry calculations performed by in-service…

With the 2015 change in science standards to align more closely with the Next Generation Science Standards, as the district STEM coach, I saw a need for professional development that addressed the lack of understanding and skill needed to teach the Science and Engineering Practices, specifically the practice of Scientific Augmentation. This…

There is an interconnected issue of lack of student achievement in reading and professional training around reading for teachers. This study sought to understand if self-reflective professional development in the area of the science of reading improves teacher confidence in teaching reading. The participants of the Cycle 1 process consisted of K-2…

Teachers' knowledge of foundational reading skills (e.g., phonemic awareness, phonics, fluency, vocabulary, comprehension) and the impact of this knowledge on the ability to provide effective reading instruction has been a topic of interest in teacher preparation for decades. Given the number of students with disabilities with significant…

Language teachers' assessment literacy has been a much debated subject in the educational arena recently. Teachers' assessment knowledge base and skills, important aspects of their assessment literacy, have been extensively investigated at the school level; however, the research on this subject in the tertiary EFL context remains underdeveloped.…

The COVID-19 pandemic has catalyzed the widespread adoption of distance learning, necessitating a comprehensive understanding of how teacher knowledge evolves within the context of Teacher Professional Education (TPE) programs. Some research endeavors may employ evaluation methodologies that inadequately capture the nuanced dimensions of…

As technology and curricula continue to evolve and develop, the prevalence and effectiveness of continuing professional development (CPD) opportunities for computer science teachers is becoming increasingly more important. However, key questions remain about what the characteristics are for effective CPD in this context. Through the presentation…

Competence in research is an attractive feature that should be established for all practitioners because specialists with training and expertise in research will recognize strategic thinking, interpretation, and synthesizing more easily. Hence, this study aimed to describe the knowledge competency among junior high school mathematics teachers on…

The success of professional development programs has typically been determined based on their impact on teacher learning, without much attention being given to the data sources used. Large-scale studies have generally relied on teachers' self-reports, whereas small-scale studies have included more direct assessments and observations of teacher…

This dissertation case study examines how teachers' levels of units coordination afford their ability to reason multiplicatively and fractionally, as well as use their mathematics knowledge for teaching to analyze student multiplicative and fractional reasoning, when a two-year intervention is put into place to evoke new mathematical reasoning.…

This study examined teachers' current knowledge on trauma and trauma-informed practices. More specifically, the purpose of this study was to identify whether teachers and staff within the school setting feel confident in being able to work with immigrant and refugee children and whether teachers would benefit from having training on trauma and…

A faculty development workshop, focused on incorporating universal learning strategies into developmental mathematics courses, was created and utilized in a developmental mathematics department at an open-enrollment, mid-western university to ascertain the best methods for dissemination of essential learning strategies to developmental math…

Teachers should possess a robust knowledge of graph interpretation in a world that requires increasingly scientific citizens. This study aimed to investigate teachers' knowledge of interpreting a context-based line graph, by understanding the types of difficulties teachers have in interpreting such graphs. The study also sought to determine…