This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a…

The article shows the need to update the subject literacy of a teacher to improve his professional competence. The concept of subject literacy, its role and place in improving the professional competence of both a teacher and improving the quality of teaching schoolchildren are revealed.

In this paper, we present our perspective about the importance of teaching Gödel's incompleteness theorem in formation courses to mathematics teacher. The phenomenon of incompleteness evidenced by the incompleteness theorem is manifested by the existence of true propositions about natural numbers that cannot be proved by any metamathematical…

Probability signifies a mainstream strand in mathematics curricula. Nonetheless, many curricular documents prepared for teachers might not offer enough support. In such a situation, a further reflection on teachers' professional knowledge for teaching probability is demanded; especially, from the perspective of probabilistic reasoning (PoPR) that…

A key issue in the institutionalisation of Mathematics' Education and in the professionalisation of teachers educators consists in characterizing the type of knowledge involved in the formation of primary school teachers of mathematics (Valente, 2017). The aim of this article is to explain how "knowledge to teach" and "knowledge for…

This paper describes a collaborative design for the Finnish Teacher Education Development Programme in a decentralized education system where teachers, schools, municipalities and universities have high autonomy. The development programme was designed by 70 experts from the universities and stakeholders. The research outcomes related to teacher…

In this article we present five trends that are impacting physical education teacher education (PETE). The trends are (a) practice-based teacher education that refines the knowledge base for teacher education, (b) core teaching practices that define the critical teaching practices for successful lifelong teaching, (c) pedagogies of practice that…

This article contributes to the ongoing discussion on practice-based teacher education in physical education teacher education (PETE) programs. In this article we situate core practices within the practice-based teacher education movement, define and describe core practices for physical education, and discuss how to use them in the PETE curriculum…

Language learning happens across many sites of social interactions; those scarred by injustices, conflicts and structural violence as well as those characterized by conviviality of human encounters and acts of welcoming the stranger. This article outlines new directions for language teacher education in this age of ambiguity. I propose that its…

Science teacher educators (STEs) have key roles in the educational system through their preparation of pre- and in-service science teachers and in implementing future-oriented policy reforms. Given the complexity and importance of their role, what types of knowledge do STEs need? STEs come from a range of backgrounds and there are few systematic…

The present article summarizes various aspects of teaching foreign languages to learners with dyslexia. In particular, although it is a matter examined broadly around the world, in Greece there are few references and limited research in this field. Furthermore, the lack of foreign language teachers' training in the field of specific learning…

Historically, efforts to prepare teachers have relied on teaching preservice teachers bits of knowledge across various courses in a way that results in the accumulation of broad knowledge and skills for teaching. In contrast, practice-based teacher education focuses on the act of teaching by emphasizing deliberate practice, reflection and decision…

This article describes how preservice teachers and Latinx students can collaborate to effect change in the way that K-12 educators support students from traditionally marginalized groups. We build on the concept of funds of knowledge to demonstrate how situating traditionally marginalized students in positions of expertise as funds of knowledge…

Across the globe, several countries face challenges in teaching foreign language (FL) to students in general and to students with Special Educational Needs (SEN) in particular. In Arab-speaking countries, the challenges are doubled given the lack of a support system, the absence of adequate resources, the challenges associated with teaching FL in…

What kinds of knowledge, skills, and dispositions are needed in order to prepare social studies teachers for twenty-first century learners? Answering this question is the core pursuit of the latest revision of the "National Standards for the Preparation of Social Studies Teachers." For several decades, the National Council for the Social…