Preparing student teachers for a profession that continuously changes in relation to digitalisation is a global challenge.

In this paper, the relationship between teacher professionalism, expertise and educational knowledge is examined via the sociology of the professions, studies of professional knowledge, and the philosophy of expertise.

Since learning environments designed for knowledge construction promote self-regulated and self-directed learners, the current study attempts to assess to what extent do teachers’ perceptions of their school’s autonomy and satisfaction with school-based professional development (PD) processes foster 21st century oriented pedagogy.

How can upper secondary teachers accommodate the increasing demand for integrating digital competence in their disciplines? Research on digital competence typically operates independently from specific disciplines and may be difficult to translate into teaching practices.

Research – practice partnerships (RPPs) engage the diverse perspectives of researchers and teachers, transforming both educational research and practice. However, an increased understanding of the day-to-day activities of research conducted within RPPs, and of the role of teachers and researchers in this research, is needed. In this study, teachers and researchers involved in research projects…

Pedagogical translanguaging (TL) represents a contemporary and valuable instructional approach for bi/multilingual students. Researchers have identified the instructional practices and their affordances among bi/multilingual teachers who share a home language with their students, the dominant language used in the students’ home or community, and those who do not.

The current study examined the awareness and endorsement of neuromyths related to dyscalculia and dyspraxia with 229 educators in the UK.

This reflection on practice explores dehumanizing educator talk as an explicit topic within multicultural/diversity/anti-bias and anti-racist teacher education. Dehumanizing educator talk is defined as formal or informal conversation during which targeted individuals or groups are openly demeaned with offensive generalizations in the absence of discernable educational goals leading to improved outcomes.

In this study, a group of Australian high-school teachers completed an extensive teacher beliefs questionnaire, undertook the Visible Classroom program to record and document their use of high-leverage teaching practices and had their students complete a survey based on perceptions of effective teaching.

This paper critically examines the tensions arising between Reception teachers' professional beliefs and knowledge, and the school readiness agenda in England.

Han är lärare sedan 14 år tillbaka och har tröttnat på det lagstadgade kvalitetsarbetet. I stället för att sitta i ett syrefattigt konferensrum och prata om skolans problem så vill han lösa problemen. "Formatet har förvrängts av skolorna", säger HP Tran.