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Showing 1 to 15 of 488 results Save | Export
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Gerstenschlager, Natasha E.; Barlow, Angela T. – Teacher Development, 2019
Given US students' lack of international competitiveness in mathematics and science, many states have adopted the Common Core State Standards for Mathematics (CCSSM). To help ensure that the Standards for Mathematical Practice within the CCSSM and effective teaching practices are implemented appropriately, many teachers are emerging as teacher…
Descriptors: Teacher Leadership, Case Studies, Common Core State Standards, Program Implementation
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Patahuddin, Sitti Maesuri; Logan, Tracy – Teacher Development, 2019
This study investigated the use of Facebook as a medium for, and process of, teachers' informal professional learning regarding mathematical and pedagogical knowledge. Facebook responses to four inter-related posts about mathematics examples from Facebook users (N = 117) were captured and systematically analysed using content analysis. The data…
Descriptors: Foreign Countries, Social Media, Informal Education, Faculty Development
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Martin, Christie; Polly, Drew; Mraz, Maryann; Algozzine, Robert – Teacher Development, 2019
Over $18 billion is spent annually on professional development for in-service teachers. This study examined the focus, duration, and impact of professional development activities in which elementary (students ages 5-11) and middle school (students ages 11-14) teachers participated. Ninety-eight teacher-participants completed an online survey about…
Descriptors: Mathematics Instruction, Faculty Development, Elementary School Teachers, Middle School Teachers
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Hadie, Siti Nurma Hanim; Hassan, Asma'; Talip, Saiful Bahri; Yusoff, Muhamad Saiful Bahri – Teacher Development, 2019
Students' rating of teacher behaviors provides valuable information on teaching improvement and instructional quality. Unfortunately, there is a lack of new validated instruments for measuring teacher behaviors. The Teacher Behaviors Inventory is an old inventory that was initially developed to measure teaching behaviors as regards lecture-based…
Descriptors: Teacher Behavior, Student Evaluation of Teacher Performance, Lecture Method, Construct Validity
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Trenholm, Sven; Chinnappan, Mohan – Teacher Development, 2019
The benefit of homework (HW) has been the subject of ongoing debate among various stakeholders. Within this debate, and in relation to teacher development, prospective teachers' views of HW have received limited attention. In this study, we survey primary pre-service teachers' ('PSTs') views of HW use (n = 45 teaching grades 2-5; n = 39 teaching…
Descriptors: Homework, Preservice Teachers, Elementary School Teachers, Mathematics Instruction
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Flynn, Naomi – Teacher Development, 2019
This article draws on the notion of communal constructivism to explore its potential to frame and facilitate the development of evidence-informed practice. The explicit aspiration to nurture a research-informed workforce is prominent in discourse across policy makers, educational researchers and teacher professional groups in England; however,…
Descriptors: Evidence Based Practice, Constructivism (Learning), Research Utilization, Theory Practice Relationship
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Weller, Jacolyn – Teacher Development, 2019
A central part of teacher education is critical reflection. To engage with the new -- embrace change -- is inherently difficult. The solution is teacher control of change. Those who embrace change, or not, are identified in their language. Pronoun analysis situates a teacher and determines areas of discomfort for change. Particular personal…
Descriptors: Form Classes (Languages), Educational Change, Teacher Attitudes, Discourse Analysis
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Melville, Wayne; Hardy, Ian; Roy, Matt – Teacher Development, 2019
The authors argue that the professional learning practices of teachers in precarious employment may have a significant impact upon their understandings of specific policy reforms. The analysis considers a teacher's understandings of learning about a new policy in light of the various 'epistemological resources' he brought to bear to his learning…
Descriptors: Epistemology, Educational Change, Educational Policy, Teaching Methods
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Sheridan, Lynn; Durksen, Tracy L.; Tindall-Ford, Sharon – Teacher Development, 2019
This qualitative study sought to understand the reasoning of pre-service teachers through think-aloud interviews with teacher education students at the beginning of their postgraduate degree (six elementary and six secondary). Interviews focused on contextualised and challenging teaching scenarios with a range of response options previously…
Descriptors: Preservice Teachers, Protocol Analysis, Foreign Countries, Situational Tests
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Herold, Frank – Teacher Development, 2019
Much research in teacher education explores the nature of subject knowledge (what?) and its importance for teachers and teaching. Other research focuses on the people, processes and contextual factors that influence the development of teacher knowledge (how?). Fewer studies focus on the link between the two. This paper explores the interconnection…
Descriptors: Communities of Practice, Preservice Teachers, Preservice Teacher Education, Pedagogical Content Knowledge
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Liu, Laura Blythe; Ye, Juyan – Teacher Development, 2019
Global experiences are a significant form of professional development for teacher education faculty preparing teachers to support twenty-first-century diverse classrooms. This case study examined the international professional development (IPD) experiences of teacher education faculty at a Chinese university as involving personal-professional,…
Descriptors: Faculty Development, Global Approach, Teacher Educators, Confucianism
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Watson, Steven; Marschall, Gosia – Teacher Development, 2019
This research contributes new understanding of how teacher self-efficacy is acquired and developed by a preservice teacher during a one-year programme of initial teacher education (ITE). The findings are consistent with previous studies in confirming that self-efficacy is acquired through vicarious experience, verbal persuasion and mastery…
Descriptors: Preservice Teachers, Preservice Teacher Education, Mathematics Teachers, Self Efficacy
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Moore, Brooke A.; Boardman, Alison G.; Lasser, Cristin Jensen; Schmidt, Kimberly M.; Smith, Clara E.; Schwarz, Vanessa S. – Teacher Development, 2019
Reading comprehension models are being implemented in content-area settings to boost reading achievement. Yet, little research explores how such models are incorporated into teachers' daily instructional practice. The authors used extended observations and interviews to examine the integration of Collaborative Strategic Reading (CSR), an…
Descriptors: Evidence Based Practice, Reading Instruction, Content Area Reading, Reading Comprehension
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Kostoulas, Achilleas; Babic, Sonja; Glettler, Christiana; Karner, Andrea; Mercer, Sarah; Seidl, Eva – Teacher Development, 2019
The authors report on a study that examined how educators in Austria conceptualise research, how they engage with academic literature and what attitudes they have towards academic development. Growth mindsets, regular engagement with research in a variety of formats and inclusive understandings of research were defined as pre-conditions for…
Descriptors: Foreign Countries, Secondary School Teachers, College Faculty, Teacher Attitudes
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Nguyen, Buu Huan; Haworth, Penny; Hansen, Sally – Teacher Development, 2019
This article provides insights into how participating in an action research study challenged traditional beliefs about teaching practices and led to more active learning strategies being included in English for Specific Purposes (ESP) Science classes at a Vietnamese university. Recent reforms in higher education teaching and learning by the…
Descriptors: Foreign Countries, English for Special Purposes, Second Language Instruction, Teacher Attitudes
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