Purpose: The study aims to understand what learning is evidenced regarding knowledge about the teaching of mathematics by five primary teachers when they reflect on research lessons. To do so, we used situations from the formal and informal reflection sessions that took place after teaching four research lessons. Design/methodology/approach: It is…

This practitioner reflection piece discusses and evaluates the experiences of the authors overseeing undergraduate research internship projects in the discipline of history. It considers the opportunities such a scheme can afford the intern, and the potential for contribution to historical scholarship.

The idea of teachers as researchers emerges from the belief that teachers are a key factor in the development of school work practice and that teacher professional development should be based on the concept of reflective practice. Teachers are given valuable opportunities for learning and development through involvement in various research…

This paper reports on the development of reflectiveness and research skills in eight pre-service teachers, through their participation in a funded research project to develop the handwriting of children with literacy problems. The project aimed to analyse the reflections of the trainee teachers participating in an authentic research study and to…

Examines 11 preservice teachers' experiences with action research. Explains the four components of an action-research course: (1) reflection and inquiry; (2) learning about students; (3) learning about content knowledge; and (4) learning about social justice and democracy. Focuses on three teacher candidates' action-research studies. (CMK)

The "ISSS Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. (Individual papers contain references.) [For the 2009 proceedings, see ED504973.]