This paper examines fundamental assumptions about the notion of transforming subject matter, which is widely regarded as a core practice of teacher work, a crucial feature of teacher knowledge and a measure of teacher expertise. First, the notion of transforming subject matter and the ways it has been taken up in Anglo-American discourses of…

This paper explores the specialized knowledge mobilized by a mathematics teacher in the selection and use of examples for teaching sequences. Taking an experimental case study approach, we analyse the examples deployed in a series of third-year secondary level lessons on sequences and identify the different knowledge subdomains activated according…

Despite growing interest in L2 writing teachers, there is a dearth of published works that specifically delve into the nuances of the development of L2 writing teacher expertise. Informed by relevant foundational theory and empirical research, this book addresses this crucial gap in the understanding of expertise in L2 writing instruction. This…

Instructional designers and professional trainers conduct many different types of training. However, some topics are job- and- task-specific and are more effectively taught by subject matter expert (SME) trainers. In some cases, these SMEs are given training and/or instructional design (ID) resources, and in other cases they have to learn best…

Gifted students are multifaceted, and they come from all different racial, cultural, and ethnic backgrounds. They perform at a much higher level than their peers. As a result, it requires a specific type of teacher to instruct them in the classroom. The purpose of this qualitative narrative study was to explore how teaching a gifted self-contained…

This case study aims to identify which characteristics that define the concept of Community of Practice (CoP) can be recognised at the primary school teacher education practicum and how stakeholders perceive digital pedagogy in the context of practices for co-development. The case study took place in a primary school teacher education practicum at…

The study reported on here was a qualitative interpretative case study. We explored the pedagogical issues of Senior Phase natural sciences teachers when teaching the matter and materials strand in some of the schools in the Siyabuswa circuit. This study was motivated by the concerted focus on the Fourth Industrial Revolution in developing…

Australian early childhood education positions literacy learning as a set of social practices contextualised by one's unique experiences and knowledges. Despite widespread agreement about the need to teach phonics and other code-breaking practices, the ways early childhood educators integrate "constrained" skills are not well understood…

With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a developmental teaching capacity observable through a teacher's ability to utilize various resources to address the epistemic complexity of…

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…

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.…

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:…

Explaining the complexity of mathematics teaching to others can be challenging. The Knowledge Quartet, a pedagogical content knowledge (PCK) framework from the UK, provides a fresh lens to reflect on mathematics classroom practice. Developed from videotaped mathematics lessons taught by final year pre-service teachers, the Knowledge Quartet…

The design and technology curriculum in England has gone through various policy changes since its introduction in the Education Reform Act of 1988. The 2014 policy revised the content to make it slimmer and outlining the essential core knowledge for Key Stage 1 to 3. Schools need to consider wider aspects of design and technology not included in…

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…