In Ireland, hospital schools comprise a very small component of the overall primary and post-primary education system. Indeed, there are only seven hospital schools employing a total of 21 teachers nationally. Given the size and uniqueness of this education setting, opportunities for teacher continuous professional development are limited. This…

Background: In South African primary schools, reading is central to curriculum delivery, with a structured three-step process: pre-reading, while-reading and post-reading. Many learners struggle with reading comprehension, which affects their academic performance. Research emphasises the importance of pre-reading for activating prior knowledge,…

This study explored the pedagogical discourse of experienced Indonesian language teachers (in-service teachers) during the pre-teaching phase, focusing on the communication strategies used when initiating classroom learning activities because initial teacher-student interactions are crucial for shaping engagement and motivation. The qualitative…

Pedagogical training is considered an efficient tool to train university teachers to understand and foster active learning. In Finland, pedagogical training courses are organized periodically at universities, and university teachers participate voluntarily to improve pedagogical knowledge and skills for teaching in higher education settings. This…

Purpose: Our paper examines how ELT lecturers perceive the feasibility of implementing Peer Observation (PO) in synchronous online settings, drawing on their prior experiences with offline PO. We also aim to identify potential areas for synchronous online PO. Design/methodology/approach: We employed semi-structured interviews with eight lecturers…

A highly distinctive and structured approach to teacher development, Lesson Study emerged in Japan but has since been adopted much more widely and now sees growing interest in the UK. Tony McConnell, Davinia Daley, Rebecca Levy, Lisa Waddell and Richard Waddington describe the process by which their school first investigated and then adopted…

Previous research on how UK schools can meet the needs of refugee students has not focused on Ukrainian refugee students' learning of mathematics. This group faces specific challenges, simultaneously studying different mathematics curricula, face-to-face in the UK and by distance in Ukraine. We examine the experiences of Ukrainian refugees in UK…

Teachers' pedagogical content knowledge (PCK) has the potential to influence lesson planning, teaching and students' academic performance in science. Since PCK is embodied in lesson planning (as planned PCK), this study employed the multiple-case design to describe in-depth the biology teachers' profiles of planned topic-specific PCK (plTSPCK) for…

The rapid advancement of the school education system in Nepal underscores the importance of technology-driven professional development (PD) for English teachers transitioning to digital teaching methods. This study delves into English teachers' views on technology-based PD to evaluate its effectiveness, challenges, and advantages. Using a…

Background/purpose: This article aims to identify and analyze the actions of a trainee teacher in orchestrating mathematical discussions in an Exploratory Teaching environment. Materials/methods: This qualitative study of an interpretative nature and case study design focuses on analyzing the content of four Multimodal Narratives. Results: The…

The purpose of this study was to examine the views of secondary school science teachers regarding the inclusion of socio-scientific issues (SSI) in the curriculum, and the factors that may facilitate or impede their inclusion. A survey administered to 130 science teachers of different background and experiences. The findings revealed that science…

Experimental research on strategy instruction for beginning writers has only recently begun. This study investigated the role of self-regulation instruction in Grade 1 strategy learning. In a pretest-post-test quasi-experiment, 120 Grade 1 students participated in a unit of study on personal narrative in one of three conditions: (1) Self-Regulated…

To support university students' learning, teaching should build on students' prior knowledge. Therefore, teachers need skills to pay attention to students' knowledge in teaching-learning situations. Teachers' underlying conceptual knowledge affects the way they see and interpret situations in classrooms, which is called professional vision. This…

Background: Teachers are responsible for developing and enhancing communication skills amongst young learners. Unfortunately, the overly structured pedagogy which many teachers adopt inhibits the optimal development of oral communication skills. Hence, the researchers investigated ways of strengthening group-work play-based pedagogy to stimulate…

Abstract concepts dominate university science teaching, and much of this content is taught without sufficient connection to students' prior knowledge or everyday experiences. As this can be problematic for students, the aim of this research was to determine the utility and effectiveness of a professional development module on using analogies to…