This conceptual article presents a challenge to the dominant view and practice of teacher professional learning and its focus on preparing "experts in teaching" and proposes instead an emphasis on preparing "experts in learning." Drawing on contemporary knowledge on the nature of human learning and development, and in…

Descriptions of expertise have focused on knowledge and characteristics of mathematics teacher educator (MTE) practice. To contribute to discussion of MTE expertise we share findings from a study of MTE discussion practice with prospective teachers (PTs) concerning pedagogy of teaching mathematics. Research on MTE discussion practices have shown…

The purpose of this case study was to examine the utility of Digital Video Reflection (DVR) as a mediational tool to self-analysis; an investigation if DVR is an effective means of reflective practice for first-year teacher's adaptive expertise development. Participant was formally enrolled in a graduate-level education literacy specialist…

The research presented in this paper aims to shed light on the complex role of mathematics teacher educators who led courses for prospective mathematics teachers. Theoretically, the research combines the documentational approach to didactics and the meta-didactical transposition frameworks, complementing the study with the analysis of the teacher…

Instructional coaching has emerged as a promising form of professional development for teachers. However, little is known about the background, contexts, professional responsibilities, and beliefs of instructional coaches who work with science teachers. This mixed-methods study focused on instructional coaches in secondary schools across the…

Curriculum-based professional learning is not just having teachers read curriculum materials, but rather includes carefully crafted experiences to support their sensemaking, deep understanding of the curriculum and its pedagogy, and ability to transfer that knowledge into practice. This instructional model requires that teachers be responsive to…

This practice review aims to understand what the current pressures, priorities and practices are when teaching maths in state-funded secondary schools in England. The review focuses on four areas, each with sub-themes: (1) teacher skills and expertise; (2) targeted interventions and support; (3) impactful practices; and (4) programme engagement.…

Multimedia technologies are increasingly used by university lecturers to stay relevant in contemporary media-saturated society. Across disciplines, using multimedia in teaching often means integrating videos, including feature films and/or television series (FF/TV), into learning activities and assessments. Like other media technologies, effective…

In spite of the widely accepted need for language-responsive subject-matter teaching, few teachers are prepared for this challenge due to the lack of empirically founded subject-specific professional development (PD) programs for language-responsive classrooms. The design research study presented in this article pursues the dual aim of (a)…

When professional learning is interdependent, a teacher's individual success hinges on the efforts of the entire team. Leadership experts Jenni Donohoo and Ann Mausbach explain why that's a good thing.

The evaluation of the instructional mathematics coaches (IMC) initiative during the 2023-2024 school year focused on the first-year implementation of mathematics coaches in 47 elementary and middle schools. Twelve coaches were assigned to these schools based on specific criteria to provide support to mathematics teachers. This study investigated:…

This paper investigates in-service intermediate phase mathematics teachers' metacognitive awareness based on their engagement in a professional development intervention in two rural and one township school in South Africa. Professional teacher development interventions should be structured and collaborative as teachers tend to revert to…

The success of professional development programs has typically been determined based on their impact on teacher learning, without much attention being given to the data sources used. Large-scale studies have generally relied on teachers' self-reports, whereas small-scale studies have included more direct assessments and observations of teacher…

Instructional Design literature provides descriptions of established models that are particularly helpful for novices learning the patterns and approaches that have historically proven successful. However, it does not provide as much information about the design process in its largest sense. The popularity of established ID models may cause…

Today's students spend an unprecedented amount of time using technology in comparison to any other generation. With increased access to technology, music-making has changed for the 21st-century music student. How are music teachers then keeping up with the needs of today's technology-hungry music students, and how are they leveraging music…