Peer teaching is a valuable practice that helps pre-service teachers to acquire the knowledge and the expertise required for teaching as well as improving their pedagogical content knowledge. For that reason, this study focused on the pre-service mathematics teachers' peer teaching, with the intention of exploring their pedagogical content…

Propositional teacher knowledge is recognised as valuable in classroom teaching practice, yet little attention has been paid to it relative to practical knowledge. This mixed-methods study aimed to understand the relationship between teachers' propositional knowledge and their classroom teaching practice in the collaborative school context using…

Today's educational changes necessitate that teachers have a broad range of knowledge, values, skills, and competencies to provide effective instruction. Despite this, research on mathematics teachers' readiness for such changes is limited, particularly in terms of leveraging experienced teachers' implicit knowledge for peer learning. This…

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…

This paper uses a framework established by one of the author's in a previous study and refines it to develop a rubric for mathematics tutor training in third-level education. The paper further opens the discussion on the necessity of, and practical methods for, providing high quality, efficient tutor training at third-level. Models of mathematics…

Both scholars and professional standards identify teachers' knowledge of students as important to promoting effective instruction and student learning. Prior research investigates two such types of knowledge: knowledge of student thinking and teacher accuracy in predicting student performance on cognitive assessments. However, the field presents…

Different conceptualizations exist about the components of the knowledge teachers need to teach mathematics with professional consciousness, and a researcher needs to describe and assess that knowledge. The fact, however, is that different conceptualizations respond to different needs, and thus, the variety is even a chance to develop the field…

Problem: Schools often use instructional coaches to build teacher instructional capacity and raise student achievement (Mangin, 2005, 2009; Neufeld & Roper, 2003). While instructional coaches are meant to support the growth of teachers, little is known about what these instructional coaches bring to their intellectual work (Campbell &…

With international exams (PISA and TIMSS) producing results every three or four years, there is near continual talk of East Asian dominance in mathematics education. Beyond the reporting of scores, some studies have compared mathematics teaching in these countries with U.S. instruction. However, researchers are not (usually) grade school math…

This article describes the development and validation of two forms of the Geometry Assessments for Secondary Teachers (GAST), which were designed to assess teachers' knowledge for teaching geometry. Both forms were developed by teams of mathematicians, mathematics educators, psychometricians, and secondary classroom geometry teachers. Predictive…

The purpose of this quantitative study was to explore the relationship between teacher self-efficacy beliefs and the level of student achievement their students obtain as evidenced by the Algebra I Virginia Standards of Learning (SOL) assessment. This study also explored teachers' mathematics content knowledge, mathematics pedagogical knowledge,…

In this paper, we explore a novel approach for assessing the impact of a professional development programme on classroom practice of in-service middle school mathematics teachers. The particular focus of this study is the assessment of the impact on teachers' employment of strategies used in the classroom to foster the mathematical habits of…

Profile analyses were used to investigate differences in the self-efficacy growth of teachers with more and less mathematics background as the teachers participated in professional development across two summers. Professional development activities were associated with increases in teachers' self-efficacy; however, without considering mathematics…

Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to…

The relationship between primary teachers' subject knowledge and their approaches to teaching is an ongoing concern. This study reviews the relationship between prospective teachers' subject knowledge in the topic of area and their approaches to teaching that topic. The research presents case studies of four primary prospective teachers on a…