As curriculum scholars in South Africa express concerns about the failures of the outcomes-based curriculum policy that has been introduced post-apartheid it is of increased importance to try and understand the professional development that is required by teachers for its successful implementation. As a contribution to the development of such…

Division of fractions is often considered the most mechanical and least understood topic in elementary school. Enacting fraction division tasks in meaningful ways requires that teachers know not only "how" fraction division works but also "why" it works. The authors have created materials to help preservice teachers develop that knowledge. To…

Attempts to measure the impact of Extension programs have been implemented to varying effects for many years. Using data from several economics of personal finance workshops designed to teach high school teachers about a state's new personal finance performance standards, this article reports the results from of one type of evaluation, a…

This article examines how secondary English teachers in two racially diverse schools--one in Massachusetts, USA, the other in Ontario, Canada--described their knowledge of and practices for teaching about race and racism. The extent and quality of teachers' racial literacy knowledge and practice were considered in light of the literature on racial…

Learning to teach never ends. In fact, learning to teach is no longer thought of as a one-time process of "teacher training" where student teachers are equipped with theory and methods and then sent out to "practice" teaching. Likewise, continued education for experienced teaching is no longer thought of as a process of periodic "staff…

This study investigates how teachers understand and implement the emphasis on studentcentredness in the new English curriculum in secondary classrooms in urban areas of China and the factors affecting implementation. It focuses on whether the advantages (greater access to resources, better trained teachers, and so on) of the urban context make…

Multicultural education includes the design of learning environments according to different cultural characteristics and learners' respectful attitudes towards these characteristics. One of the teachers' expected competencies in multicultural education is recognizing learners' cultural characteristics and being respectful of these during the…

Whilst the technological, pedagogical and content knowledge (TPACK) model has been increasingly adopted for understanding teachers' use of technology, there have been many calls for greater discussion about the constituent constructs, their relationship with one another and the central TPACK. This paper analyses qualitatively the TPACK…

This article reports on two studies using "Language Muse[superscript SM]" (LM), a web-based, teacher professional development (TPD) application designed to enhance teachers' linguistic awareness and to support teachers in the development of language-based instructional scaffolding for English language learners (ELL). In Study 1,…

Commonsense reasoning says that quality teacher education relies on quality teacher educators. Yet, there is minimal attention to what teacher educators should know and be able to do. Unquestionably, teacher educators cannot teach what they do not know; but what "should" they know, and should they be prepared? This study of 293 teacher…

Practical work has a long history in science education in the UK. This article explores how the influences of curriculum and assessment policy have shaped practical work over recent years. We argue that, together with changes in teacher training programmes, these influences have weakened science teachers' capacity to meet the challenge of calls…

This qualitative case study describes how one beginning primary grade teacher benefited from collaborative lesson-planning meetings with her grade-level colleagues. The teacher accumulated knowledge of curriculum, pedagogy, and professional contexts as she participated in planning meetings each week during her first year of teaching. Furthermore,…

Investigation of physical education preservice teacher knowledge development has been primarily limited to study of a single semester of early field experience (EFE), with findings from these investigations driving EFE design. The purpose of this research was to investigate what types of knowledge develop and how knowledge evolves and interacts to…

To develop dispositions essential to linguistically responsive teaching (Lucas & Villegas, 2011), preservice teachers need opportunities to engage in reflection and dialogue about the sociocultural and sociopolitical dimensions of identity, language and culture pertinent to Latino/a English language learners. In this article, we present two…

Teacher preparation programs face great challenges in ensuring their graduates are prepared for the demands of today's classrooms. The authors explore how teacher accountability has evolved based upon federal legislation leading to adoption of the Common Core State Standards (CCSS). Recognizing that future teachers will be held accountable for…