The purpose of this study was to determine the extent to which professional development on assessment for learning improves pre-service teachers' self-regulated learning. Helping students develop self-regulation abilities in learning and assessment remains difficult due to the widespread culture of summative assessment in teacher education. A…

In this paper, we analyse the impact of teacher participation in a University Teaching Diploma on student approaches to studying and learning experience. A quasi-experimental and multilevel design was employed. University teachers answered the Approaches to Teaching Inventory and students completed the Course Experience Questionnaire and the Study…

College instructors are content experts but ineffective at creating engaging and productive learning environments. This mixed methods study explored how improvisational theatre techniques affect college instructors' ability to increase student engagement and learning. Theoretical foundations included engagement, active learning, collaboration and…

In such an era when the value is constantly restructured and information is rapidly changed, education reform should cater for new challenges. The role and function of teachers is encountering a new change. Coping with current information generation, people with high self-efficacy of selecting and mastering large amount of information and higher…

This paper starts from the understanding that teachers' knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers' reasoning in relation to the pedagogical choices teachers make while using ICT in practice. We argue that teachers' reasoning about…

With the introduction of Ways of Working in 2008, Queensland teachers received professional development on using investigations to teach mathematics. This case study explores the extent to which teachers in one Queensland Primary School use this pedagogy. To determine teachers' beliefs and teaching approaches, a five point Likert scale…

E-learning can be defined as learning facilitated and supported through the use of ICTs. ICTs can increase students' motivation, accelerate the knowledge process and facilitate the information access. The aim of this paper is to analyze the acceptability of three tools presented in a workshop carried out during six weeks, with university teachers…

In which areas and domains do individual teacher educators prefer to work on their professional development? What kind of learning activities do they want to take on and with whom? Are there significant differences in these preferences between teacher educators? This article reports on a recent survey (N = 268) about the professional development…

Teachers at Mason County High School are changing from predominantly teacher led instruction to increased student engagement by providing blended learning opportunities through technology integration. Every student and teacher at Mason County High School was provided an iPad as a resource to enhance instruction. The purpose of this case study is…

In recent years, the mathematics education research community has given increased focus to the use of cognitively demanding, challenging tasks and the demands placed on students and teachers by their use. In particular, there is evidence that a major issue is students' lack of persistence when working on such tasks. In this article, we report on…

Practicing teachers often engage in continuous professional learning with certain career considerations. Based on achievement goal theory, this study explored the effects of career goals on teacher's learning using a sample of practicing teachers in Hong Kong. Two forms of career goals were assessed using a questionnaire. Professional learning…

The purpose of the case study was to explore the effects of a mentor-coach initiative among second, third, fourth, and fifth grade teachers in an urban junior-secondary school in Antigua and Barbuda. The case study design was appropriate, mainly qualitative, but supported by quantitative data collection methods. Twelve participants shared in two…

The study investigated the effects of two reflection support programs on elementary school mathematics teachers' pedagogical problem solving view. Sixty-two teachers participated in a professional development program. Thirty teachers were assigned to the self-questioning (S_Q) training and thirty two teachers were assigned to the reflection…

This paper focuses on learners' experiences of text-based computer-mediated communication (CMC) as a means of self-expression, dialogue and debate. A detailed case study narrative and a reflective commentary are presented, drawn from a personal, practice-based inquiry into the design and facilitation of a professional development course for which…

This article reports findings from a survey of the values and perceived practices of 1212 members of staff in 32 schools in England participating in the "Learning How to Learn" (LHTL) project in relation to teachers' professional learning. Through factor analysis four underlying dimensions of teachers' learning practices were developed.…