Learning progressions are the successively more sophisticated ways of thinking about an idea that follow one another over a broad span of time. This review examines the research on science teachers' pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them. Research published…

In this study, we analyzed a selection of extensive inquiries into teaching and learning made by faculty who were participating in a year-long, substantial faculty development program by examining the questions they raised, their rationale, their methods, and their outcomes. Specifically, we explored how these faculty members understand relevance,…

The purpose of this article is to show the process of engaging with the question "How do I improve what I am doing as a teacher, teacher educator and action-researcher through reflection?" The methodology used will explore the role of reflection and writing to promote changes and improve my learning process as a teacher and action-researcher. The…

Teachers need to be taught how to collaborate. When the Stamford (Conn.) Public Schools introduced PLCs in the district's 20 schools, they learned of the four roles that districts play when implementing PLCs systemwide: 1) Districts must involve teachers and administrators in developing and leading the PLC process, 2) they must teach…

If emerging teachers are going to be something more than technicians, they need to reflect on their instructional worldviews, the mission of schools, and their role as autonomous professionals. In this article, the author shows how three pedagogical "moves" she made as a holistic mentor helped her student teachers forge and voice…

This self-study investigated student teachers' perceptions of teacher educators modeling practices within a large lecture class in an initial teacher education program. It also studied factors that affected student teachers' developing ideas and practice. Phase 1 collected data from student teachers through focus group interviews and…

The National Board of Professional Teaching Standards offers a voluntary advanced certification for K-12 teachers. The majority of teachers who pursue this professional development program live in the USA, although there are National Board Certified teachers across the globe. This study examined National Board Certified Physical Education…

This study describes and analyses how coteaching affected undergraduate music education preservice teachers (PSTs). During an 8-week school placement, coteaching was used as a means of creating a reciprocal professional learning arrangement involving PSTs and primary school teachers. The theoretical framework draws on the Russian concept of…

In secondary science, the 2011 Teacher Performance Assessment (TPA) was designed to represent a teacher candidate's ability to both apply their understanding of their science content knowledge and pedagogical content knowledge, and to allow the candidates to reflect on student learning. Specifically, Task 2 of the TPA requires teacher…

The mathematical knowledge for teaching (MKT) measures have become widely used among researchers both within and outside the U.S. Despite the apparent success, the MKT measures and underlying framework have been subject to criticism. The multiple-choice format of the items has been criticized, and some critics have suggested that opening up the…

Dewey (1933) provided the foundation for reflective practice in education with the notion that learning is not in the doing, but rather it is in the thinking about the doing that creates learning. Evidence is growing about the importance of reflection for improving teaching and learning practices to increase student achievement (York-Barr, et al.,…

If the purpose of reflection is to improve teaching, it is essential to understand how video-aided reflection influences teacher change. Yet, there is limited research addressing how video analysis influences the change process. The purpose of this study was to gain an in depth understanding of how video influences the process of teacher change.…

Adventure in school culture may seem quite a contradiction. In this paper I will present arguments on the idea that outdoor adventure learning contributes to formal education and is compatible with school practice and goals. This paper is based on research conducted for my thesis. The doctoral degree was completed at Oulu University, Finland, in…

This article reports the development, validation and use of an instrument designed to provide teachers with feedback information, based on students' perceptions, about their classroom environments. The instrument was developed to provide teachers with feedback that they could use to reflect on their teaching practices and, in turn, guide the…

Researchers have advocated building a knowledge base for teacher education based on practitioner knowledge. In this article, the authors, two teacher educators, present knowledge gained from their systematic study of two lessons to help prospective teachers learn to study teaching. They offer a detailed look at the lessons' successes and…