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Tina Bonnett; Elizabeth Gould; Courtney Gratton; Sumera Malik; Jenna Zinck – Journal of Early Childhood Teacher Education, 2024
Childhood psychological trauma is currently gleaning attention in many fields of study. Subsequently, Trauma-Informed Practice (TIP) is becoming integral to many organizations that service children and families. A gap, however, is noted in literature between this approach to practice and pre-service early years professionals who study to work in…
Descriptors: Trauma, Preschool Teachers, Preschool Education, Teacher Attitudes
Tayyeba Kiran; Rabia Sattar; Mina Husain; Sadia Shah; Rakhshi Memon; Nasim Chaudhry – SAGE Open, 2023
The present study aimed to train Traditional Birth Attendants (TBAs) in a parenting program called Learning through Play (LTP) to improve their Knowledge, Attitude, and Practices regarding child development after completion of training, for them to be better able to support parents during their routine practice. Quasi experimental design was used.…
Descriptors: Foreign Countries, Play, Learning, Parent Education
Mark Antony de Boer; Dmitri Leontjev – Language Awareness, 2024
Morton's "language knowledge for content teaching" (LKCT) is a powerful tool for understanding interactions in content and language integrated learning (CLIL) classrooms, as well as CLIL teachers' knowledge base and teacher language awareness (TLA). However, often lacking in the body of research on TLA and LKCT is an explicit stance on…
Descriptors: Metalinguistics, Second Language Learning, Second Language Instruction, Language Teachers
Orabah, Salim Said Bani; Bijani, Houman; Ismail, Seyed M. – Language Testing in Asia, 2022
Student-centered learning assessment (SCLA) constitutes a major component of current educational initiatives at the University of Technology and Applied Sciences (UTAS). However, little research has been conducted on English teachers' understanding and practices of SCL assessment. Therefore, this study seeks to explore English teachers'…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Teachers
Vollmer, Helmut Johannes – Journal of Curriculum Studies, 2021
This contribution will outline the development of a specific approach of theoretical educational thinking in Germany, associated with the notions of "Didaktik"/didactics and "Fachdidaktik"/subject-matter didactics as well as its comparative, generalized form called "General Subject Didactics" (GSD). The first one…
Descriptors: Educational Philosophy, Educational Theories, Intellectual Disciplines, Teaching Methods
Gasteiger, Hedwig; Brunner, Esther; Chen, Ching-Shu – International Journal of Science and Mathematics Education, 2021
Results of international comparison studies show substantially better mathematics performance of the investigated Asian than European students from the early years on. A Taiwanese-German Research Program (TaiGer) engages in exploring differences and similarities in the educational system, in teachers' knowledge and beliefs and in teaching or…
Descriptors: Foreign Countries, Cultural Differences, Mathematics Instruction, Early Childhood Education
Schreurs, Zoë; Chang Rundgren, Shu-Nu – Journal of Teacher Education and Educators, 2023
Equity is an important topic in school context globally because international migration is rapidly diversifying schools and classrooms across the world. Teacher quality is seen strongly related to student outcomes than demographic characteristics of students, and therefore important for achieving equity. This explorative study investigates the…
Descriptors: Cross Cultural Studies, Preservice Teachers, Student Attitudes, Foreign Countries
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
Niebles-Thevening, Indira; Bailey, Angela; Rosado, Nayibe – PROFILE: Issues in Teachers' Professional Development, 2022
This article reports on a qualitative case study that explored the use of Kumaravadivelu's "Knowing, Analyzing, Recognizing, Doing, Seeing" model as a teacher evaluation tool to identify critical and reflective aspects of teachers' practices for their professional development. The participants were nine English language teachers and…
Descriptors: Case Studies, Teacher Evaluation, Faculty Development, Teacher Attitudes
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
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
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
Hedman, Christina; Magnusson, Ulrika – Multicultural Education Review, 2021
Through the study of pedagogic discourse and practice in "introductory classes" (ICs) aimed at new migrant students at a linguistically diverse primary school in Sweden, we discuss pedagogic principles and power dynamics, drawing on Bernstein's conceptual frame. Our ethnographic data consist of teacher interviews and observational…
Descriptors: Foreign Countries, Introductory Courses, Immigrants, Teaching Methods
Burner, Tony; Carlsen, Christian – International Journal of Multilingualism, 2022
Research shows that having a multilingual background has many advantages. However, several studies indicate that students' multilingual backgrounds are not used as resources in the classroom. Most classroom studies on multilingualism have been conducted at mainstream schools, and a few in classes for newly arrived students at mainstream schools.…
Descriptors: Teacher Qualifications, Teacher Attitudes, Immigrants, Classroom Research
Schmidt, Teressa – Research in Post-Compulsory Education, 2019
The quality of vocational education and training (VET) and, in particular, the quality of VET teaching, is a prominent topic of discussion in Australia's post-compulsory education sector. VET teachers are described as 'dual professionals', and expected to maintain current vocational competencies (industry currency) as well as pedagogical skills…
Descriptors: Foreign Countries, Vocational Education, Vocational Education Teachers, Educational Quality