Modern primary teachers must adapt literacy programmes and ensure efficient learning for all. They must also support children with language and literacy difficulties, children learning English as an additional language and possibly teach a modern foreign language. To do this effectively, they need to understand the applied linguistics research…

Novice teachers today struggle to integrate engaging pedagogy into their standards based curriculum. 21st century students have been immersed in technology from birth and are accustomed to multi-tasking with several types of technology each day. Students no longer rely on the traditional ways of communication and absorb their information via…

This paper attempts to identify the distinctive qualities of successful veteran teachers, referred to as "expert teachers", which separates them not only from novice teachers but more importantly from experienced non-expert teachers. Based on earlier case studies, this paper maintains that the critical differences between expert and…

In a paper published in "The Language Learning Journal" in 2005, Eric Hawkins describes his vision of language education as an apprenticeship comprising two stages. In stage one (ages 5-14), the purpose is "educational" and the focus is on language awareness; in stage two (14-19), the purpose is "instrumental" and…

The present study aims to explore the secondary teachers' understanding and reasoning about the concepts of limit and continuity. The findings suggest that teachers have not developed a rich relational understanding of these notions. They exhibited disturbing gaps in their conceptualizations of limit and continuity. [For complete proceedings, see…

This study examined the classroom practice and beliefs of two novice teachers, Anne and Rachel, during the first year of their involvement in Project PRIME, a district-wide development program. Using accounts of practice (Simon & Tzur, 1999), the professional developer interviewed and observed the two novice teachers throughout the school year…

This study investigated 407 in-service elementary teachers' level of mathematical content knowledge, attitude toward mathematics, beliefs about effective instruction, use of reform-orientated instruction and modeled the relationship among these variables. Upper elementary teachers (grades 3-5) were found to have greater content knowledge and more…

This paper examines and tests the assumptions that a curriculum which adequately portrays instructional strategies (related to teaching the nature of science, science curricular content, and teachers' views of the nature of science) will increase students' understanding of the nature of science. This study was conducted over a 16-week period. A…

This paper provides a summary and a critique of the empirical literature on elementary teachers' mathematical knowledge. The empirical evidence addresses four major issues surrounding teachers' mathematical knowledge: 1) What is the nature of teachers' content knowledge, particularly with regard to the domain of number? 2) How does teachers'…

Investigates 49 preservice elementary teachers' conceptions of what causes the seasons using both a written procedure and a procedure that used models with verbal explanations. Results suggest that preservice elementary teachers are likely to show a high frequency of alternative conceptions of what causes the seasons and these conceptions are not…

A representational view of language assumes that words represent thought. Also necessary is a presentational approach, in which language users are seen as participants in wider social systems and words are statements of connection. An integrated approach uses both views to understand teachers and teaching in the social context. (SK)

Uses a test to assess teachers' science knowledge and understanding and monitors change over two years of a primary science in-service program in 31 schools. Despite moves to improve primary science teachers' subject knowledge, many still held typical misconceptions. Concludes that teachers need a thorough understanding of interrelated concepts…

Secondary-level history teachers participated in a study examining differences among experts, experienced teachers, and novices in classroom use of higher order thinking skills (HOTS) and content knowledge. The results support the theory that development of teaching expertise is associated with a change from HOTS-lean and content-rich…

Points out that today's taxonomy is very different than what many biology teachers learned when they were in school. Traces the history of some of the changes and describes the current taxonomy. (DDR)

Examines the effects on instruction of an intervention program designed to enhance teachers' knowledge of geometry and their knowledge of research on student cognition in geometry. Findings indicate significant gains in content knowledge and in van Hiele level, and marked changes in what was taught, how it was taught, and the characteristics…