This paper investigates how teachers' disciplinary knowledge shapes their recontextualisation practices for promoting powerful knowledge in classrooms. Situated within the context of geography education in China, this study employs a qualitative case study methodology to examine the recontextualisation of urban geography by four upper secondary…

This paper has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching. The work, led from the UCL Institute of Education and…

This article examines the cognitive structures of secondary school mathematics pre-service teachers (PSTs) in Mayotte regarding fundamental mathematical concepts such as theorem and proof. A deep understanding of these concepts is essential for effective teaching practice. To explore this, we employed the free word association test, a…

Reform-oriented instruction is advocated in secondary science, encouraging students to engage with the experimental and epistemic practices of science. It is challenging for teachers though, especially for out-of-field teachers. This study focuses on biology and chemistry teachers who are called to teach middle-school physics. These teachers face…

This paper presents an analysis of how resources were designed to support implementation of the new Queensland senior secondary mathematics syllabuses. The analysis draws on the concept of educative curriculum materials that build teachers' subject matter knowledge and pedagogical content knowledge. Such resources are intended to help teachers…

Artificial intelligence (AI) education is increasingly being recognized as essential at the K-12 level. For better understanding teachers' preparedness for AI education and effectively developing relevant teacher training programs, teachers' technological pedagogical content knowledge (TPACK) readiness and attitudes toward AI teaching must be…

This study used a cluster randomized controlled trial to investigate the effectiveness of two approaches to increasing middle school students' science learning when using an inquiry-based science curriculum. Eighty-nine schools, with 253 teachers and 20,591 students, were randomly assigned into one of three conditions: (a) a treatment condition in…

The distinction between "academic language" and its putative "conversational" or "everyday" counterpart continues to be used by some researchers, teacher educators, and practitioners to explain challenges faced by linguistically minoritized students in primary and secondary schools, in the United States and elsewhere.…

This paper reports on a research project that heard the perspectives on and experiences of the Relationships and Sexuality Education (RSE) programme of a range of stakeholders in post-primary schools. The researchers listened to students aged from 13 to 18 years, to teachers of RSE, to principals and to parents/guardians in six post-primary…

Mathematics Preservice Teachers' (M-PSTs) conceptions of Mathematical Knowledge for Teaching (MKT) enhance their reflective skills because they utilize such conceptions to reflect on how to contextualize content knowledge during secondary mathematics teaching. While previous studies suggested M-PSTs develop MKT, including pedagogical content…

Despite global interest in inquiry as a teaching and learning approach for school geography, little is known about teachers' knowledge and beliefs for teaching geography through inquiry. This paper reports on findings from a survey of 44 Victorian secondary teachers' knowledge, beliefs and practice of teaching geography through inquiry. Our…

We present evidence of a secondary school teacher's Knowledge of Mathematics Teaching when she teaches linear equations in a word problem setting. We focus on analyzing the examples and mathematics support that she provides her students with during two classes. When faced with contingencies, she takes decisions whereby she adapts or creates…

The purpose of this mixed model study was to examine middle school teachers and counselors' perceptions and beliefs about the benefits of social and emotional learning in middle school. It also looked at how middle school teachers and counselors perceived their level of competence when it comes to social emotional learning practices. Efforts to…

Across the world, countries have engaged in different iterations of curriculum change, and one of the common denominators of reform is the proposal of more agency for teachers around curriculum making. This is not an easy task for teachers. The purpose of this paper is to contribute to the discussion about the effects that international ERASMUS+…

Given the complexity of dialogic argumentative writing and the requisite instruction needed to support student writers, we describe the instructional practices of an English language arts teacher and her culturally and linguistically diverse classroom of 10th graders' writing during key moments in two instructional units during school year…