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The integration of environmental education is embedded with challenges such as inadequate knowledge of what environmental education entails. This situation was not different to what was encountered during the researchers’ training to be a teacher from the schools where they acquired their teaching practice. It was observed that there was minimal or no integration of environmental education in the teaching and learning process. Therefore, this paper reflected on how a primary school teacher integrated environmental education in teaching and learning. The findings from this paper may assist teachers in developing a positive approach to the process of ongoing attempts and the will to integrate environmental education. It may expose the kinds of knowledge other teachers have of what environmental education entails and its integration in school subjects as well as the instructional strategies that they use. The focus on the challenges and the opportunities may excite teachers in that those who have similar circumstances would use the findings from this paper as a launch pad to work on their strengths or weakness in the endeavor to integrate environmental education.

The increase in online education has implications for mathematics teacher educators who are tasked with teaching mathematics content and pedagogy to pre-service teachers (PSTs) who do not attend on-campus. Concerns about PSTs’ content knowledge continues to be an ongoing issue, and ways to address this, especially in an online environment, require further investigation. While online courses offer accessibility and flexibility, it can be challenging to translate synchronous on campus teaching and experiences into the online environment. The importance of productive mathematical discourse has been identified as an appropriate pedagogy, yet the opportunity to engage in such discourse can be limited in the online environment. This paper provides the results from a case study of an online forum, which highlights how pre-service teachers can be engaged in productive online mathematical discussions, particularly when facilitated by the instructor's and other learners’ interactions and presence. The findings indicated that social, cognitive, and teaching presence influenced the nature and frequency of online mathematical discourse. The study contributes to existing research through conceptualizing how productive mathematical conversations can occur outside of the classroom setting, with implications for mathematics teacher educators who are tasked with teaching content, pedagogy and practices to PSTs.

Early childhood education is the first link in compulsory education in Mexico. This educational level is fundamental in children’s development to increase cognitive, physical and axiological bases. This article systematize the follow-up of a 20 years of experience Mexican educator. She is currently attending preschool children in an urban context with high social marginalization. It is interesting to recognize the emerging teaching knowledge to attend situations that this context demands; as well as the strategies and mediations that have allowed it to safeguard the formative purposes of the educational level, especially in what the confinement caused by SARS-CoV-2 has caused. The follow-up was carried out from the period between September 2019 and March 2021. It is a case study positioned in the qualitative paradigm, uses the Model of Analysis of School Interactions E-P-R and Tardif Teaching Knowledge conception. The results were derived from the cross-referencing of data obtained from the interviews (in-depth and semi-structured) with the observation records of eight remote sessions. The results show how the pandemic has created and recreated teaching situations based on the use of teaching knowledge. The main mediations are the use of oral and gestural languages as transversal content. The research has detected knowledge focused on the importance of recognizing the other from situated learning, evidenced in constant adjustments that bring them closer, despite the fact that the interactions are mediated by a screen. Likewise, it is stated and these findings require further study and analysis by teaching community in attention to the methodological strategy. La educación preescolar como primer eslabón de la educación obligatoria en México es fundamental para cimentar las bases cognitivas, físicas y axiológicas en el individuo. Este artículo sistematiza el seguimiento a una educadora con 20 años de experiencia, quien actualmente se desempeña en una institución educativa ubicada en un contexto urbano con alta marginación social. Interesa reconocer los saberes docentes emergentes para atender las situaciones que este contexto le demanda, así como las estrategias y mediaciones que le han permitido salvaguardar los propósitos formativos del nivel educativo, sobre todo en lo que el confinamiento causado por el SARS-CoV-2 ha provocado. El seguimiento se realizó en el periodo comprendido entre septiembre de 2019 y marzo de 2021, bajo la metodología de estudio de caso que, posicionado en el paradigma cualitativo, utiliza el Modelo de Análisis de las Interacciones Escolares E-P-R y el concepto de saber docente de Tardif. El análisis parte del cruce de datos de las entrevistas (a profundidad y semiestructuradas) con los registros de observación de ocho sesiones remotas. Los resultados permiten visibilizar cómo la pandemia ha estimulado la creación de situaciones de enseñanza en donde las mediaciones principales son el uso de los lenguajes oral y gestual. También se detectan saberes centrados en la importancia de reconocer al otro desde el aprendizaje situado, evidenciando adecuaciones que buscan interacciones más cercanas, a pesar de estar mediadas por una pantalla. Igualmente, se afirma que estos hallazgos requieren de mayor estudio y análisis por parte del colectivo docente, en atención a la estrategia metodológica. La educación preescolar como primer eslabón de la educación obligatoria en México es fundamental para cimentar las bases cognitivas, físicas y axiológicas en el individuo. Este artículo sistematiza el seguimiento a una educadora con 20 años de experiencia, quien actualmente se desempeña en una institución educativa ubicada en un contexto urbano con alta marginación social. Interesa reconocer los saberes docentes emergentes para atender las situaciones que este contexto le demanda, así como las estrategias y mediaciones que le han permitido salvaguardar los propósitos formativos del nivel educativo, sobre todo en lo que el confinamiento causado por el SARS-CoV-2 ha provocado. El seguimiento se realizó en el periodo comprendido entre septiembre de 2019 y marzo de 2021, bajo la metodología de estudio de caso que, posicionado en el paradigma cualitativo, utiliza el Modelo de Análisis de las Interacciones Escolares E-P-R y el concepto de saber docente de Tardif. El análisis parte del cruce de datos de las entrevistas (a profundidad y semiestructuradas) con los registros de observación de ocho sesiones remotas. Los resultados permiten visibilizar cómo la pandemia ha estimulado la creación de situaciones de enseñanza en donde las mediaciones principales son el uso de los lenguajes oral y gestual. También se detectan saberes centrados en la importancia de reconocer al otro desde el aprendizaje situado, evidenciando adecuaciones que buscan interacciones más cercanas, a pesar de estar mediadas por una pantalla. Igualmente, se afirma que estos hallazgos requieren de mayor estudio y análisis por parte del colectivo docente, en atención a la estrategia metodológica.

Knowledge or Control? Teacher Knowledge, Professional Identity and Practitioner Research In this thesis, I have taken an English independent school as a case study and used an evolving design to explore teachers’ views of school education, teacher knowledge and teacher research, scrutinizing their perceptions through the lenses of identity and professionalism. My view of education has influenced the nature of this study and the research topic is very important to me both personally and professionally. I acknowledge my positionality: I am an advocate of the principles of a liberal education; I believe in a holistic education; I hold a strong aversion to a view of schools as educational businesses. However, in the questions that I have asked, in my choice of methods I have used to answer them, in my interpretation of the data collected and in my data presentation, I have striven to take account of my own views and move beyond them. The research comprised two phases with the design evolving to respond to the data. Phase 1 involved semi-structured interviews about teacher professionalism and identity with 26 teachers to explore the extent of discourse in the case study school. The data suggested differences in views of teacher identity, professionalism and knowledge, but it also presented gaps, and evidence of a non-critical professional discourse. In an attempt to address statements and gaps in the Phase 1 interview data, and drawing on the research literature, Phase 2a used Q methodology and Q sorts from 53 teachers to explore teacher viewpoints of teacher identity and professionalism. As such, Q methodology provided an important, ‘alternative’ lens that was able to capture the voices of practising teachers themselves and draw out similarities as well as differences. The Q data suggested that although there was broad consensus amongst the participants, there were three distinct viewpoints of teacher identity and two distinct viewpoints of teacher professionalism in the case study school. These viewpoints were explored further in ten semi-structured interviews in Phase 2b. This research extends the influential work of Day and Gu (2010) into teacher identity and professional life phases, and illustrates that views around teacher identity and professionalism in schools should not be viewed as homogeneous. It also illustrates that there is more work to be done in the field of teacher professionalism and identity to better understand the views of teachers and the consequences of a non-critical discourse. The importance of this task should not be underestimated. Without a critical engagement that is capable of interrogating different ideological positions, teacher identity becomes shaped not through individual teachers exercising their reflexivity but set by external factors alone.

Preregistration of a study of the relationship between preschool teachers’ language and literacy knowledge, self-efficacy, and children’s emergent literacy development.

Investigation of factors (teacher knowledge and arithmetic practice as presented in textbooks) influencing students' understanding of equivalence, across samples from China, England, New Zealand, South Korea, Turkey, and the US.

Attending to the whole unit that a number refers to in a mathematical problem situation and showing flexibility in coordinating different units are foundational for mathematical understanding. In this study, we explored teachers’ attention to and flexibility with referent units in situations involving fractions and fraction multiplication. Using data collected across the USA from 246 mathematics teachers in Grades 3–7 where fractions are taught, we found that teachers’ attention to and flexibility with referent units were related to each other as well as to teachers’ overall knowledge of fractions. WOS:000669290900001 2-s2.0-85109328142 Social Sciences Citation Index Q3 Article; Early Access Uluslararası işbirliği ile yapılan - EVET July 2021 YÖK - 2020-21

Teachers are facing increasingly diverse classrooms globally. To support all students efficiently, teachers need to know their students. Drawing from the literature of teacher learning and inclusive education, we explored how teachers learn to know their students in a co-teaching context. Analysis of interviews and diaries of five co-teaching teams showed that teachers learned about their students in a co-taught classroom by observing students and by obtaining knowledge from and co-constructing knowledge with their co-teaching partner. Moreover, teachers’ learning led to shared responsibility for the student and a better understanding of student diversity. Thus, sharing knowledge of students can lighten teachers’ workload in inclusive settings and benefit both teachers and students. publishedVersion

The paper presents a typology of dimensions of ‘knowledge’ related to teacher education and professional practice. It departs from the observation that this theme is determined in many different ways and as a whole seems very difficult to capture. The purpose is to contribute to further clarification. Three dimensions of teacher knowledge are presented: 1) Ways of handling knowledge, 2) Modes of knowledge, and 3) Knowledge in a content perspective. Referring to the first dimension, it is emphasized that student teachers need to develop both a critical consciousness of knowledge, as well as abilities for enacting knowledge and for constructing knowledge. ‘Enacting knowledge’ includes taking different perspectives and using various types of knowledge to understand and handle a professional situation. ‘Constructing knowledge’ refers, for example, to student teachers researching professional challenges. Dimension 2 focuses on different modes in which teacher knowledge can appear with the subcategories global evidence, local ‘evidence’, and theory and philosophy. Dimension 3 refers to knowledge in a content perspective, with an open list of typical content in teacher education. The potentials and perspectives of this typology are discussed, including examples of how it can be used and also reference to professional knowledge and professionalism.

The aim of this paper was to explore how and why senior phase teachers are capable or incapable of integrating environmental education in teaching and learning process. From anecdotal evidence during the work integrated learning process, it was observed that teachers do not necessarily integrate environmental education, and this became the purpose of the study to find out why they do not. Consequently, a research method used was qualitative interpretative multiple case study design in one of the districts of the Mpumalanga province in South Africa. We selected three teachers who separately teach life orientation, natural sciences, and technology in grade 7 as participants from the schools. Data collection tools were interviews and observations. Teachers were interviewed in their schools and some of their lessons were observed. Data was analysed using a typology approach. We inferred from the results and findings of the paper that these teachers had problems with the integration of environmental education. The problems ranged from the lack of understanding of what is environmental education to misconceptions of the concepts of environment and environmental education. With these challenges it is not surprising that even the ones that could integrate were not aware that they did integrate environmental education. It is therefore suggested that it was not a lost cause at all as they had glimpses of how to integrate environmental education which argues well for the recommendation that the micro foundation of in-service interventions to capacitate teachers on how to integrate environmental education across all the subjects should be done. Further studies are recommended on the effectiveness of the in-service workshops that focuses on the integration of environmental education.

The benefits of peer tutoring in mathematics have repeatedly been proven at different educational levels. Nevertheless, mathematics teachers’ perceptions towards this methodology and whether they are adequately trained to implement the practice is information that remains uncertain. Surveys and questionnaires directed at teachers regarding peer tutoring are lacking. Determining teachers’ knowledge and perceptions on this topic is important, as that knowledge and those perceptions affect their teaching practices and, therefore, student learning. This validation study was designed to evaluate questionnaire responses from mathematics teachers regarding their knowledge, perceptions and attitudes towards peer tutoring so that implications for practice and policy could be determined. A four-factor structure questionnaire was developed. Strong correlations were reported between knowledge and attitudes. Females, less experienced and public school teachers showed greater values. A conclusion is that female teachers are more sensitive than male teachers regarding students’ inclusion and active learning.

Young pupils engage with technology daily, however, the use that preschool teachers make of technologies and their level of digital expertise are largely unknown. The objective of this study was to determine how these teachers make use of ICT (Information and Communication Technologies) and the frequency with which they use them, as well as to explore the sociodemographic and professional factors related to the different uses. 477 preschool teachers from Spain took part in a survey. The questionnaire, validated by experts, covered the use of ICT as a teaching-learning tool. Three different analyses were carried out, a principal component analysis and a descriptive analysis to determine the type and intensity of use and a multivariate analysis of variance to explore their relationships with sociodemographic and professional variables. The findings defined eight distinct uses of ICT, which seemed to be related to different factors. Teachers did not employ these technologies openly and consistently in their classrooms, but instead used them for occasional tasks that were administrative and bureaucratic in nature. They manifest a limited ICT use for assessment of pupil and for communication and exchange of ideas, information and materials. Instead, ICT were widely used to prepare classroom work (planning, classroom posters…) and as classroom support as a learning tool (routines, games, to record audios…). Among the studied variables, the more significant were teaching experience and type of centre. We discuss the need to advocate for continuous and comprehensive training on the educational potential of these digital resources.

BACKGROUND: Many developed countries have made rapid strides in addressing issues related to dyslexia but in the developing countries like South Africa, it has not received adequate attention. OBJECTIVES: The study therefore sought to evaluate awareness and knowledge of dyslexia among primary school teachers working in the government sector. METHODS: A phenomenological design was used and the study followed a mixed methods approach. The sample included 30 purposively selected primary school teachers. A questionnaire that consisted of true and false questions, closed-ended questions and open-ended questions was used to collect data. SPSS Version 22 and Excel Data Analyser 4 were used to analyse the quantitative data whereas the qualitative data was analysed thematically. RESULTS: The results indicated that the primary school teachers had a basic awareness and knowledge of dyslexia. Many of them were found to be using limited strategies in order to teach learners with dyslexia in their classrooms. CONCLUSION: Based on the findings, recommendations such as early diagnoses through testing, parental involvement, conducive learning environment and teachers' professional development regarding dyslexia were made.

Se concretan los conocimientos para enseñar matemáticas en Educación Infantil a partir de la revisión de: a) las finalidades, las prácticas y la organización de la enseñanza; b) la literatura previa sobre el conocimiento del profesorado de infantil para enseñar matemáticas. Considerando estos antecedentes, se describen y ejemplifican dos tipos de conocimiento: Conocimiento Matemático en Educación Infantil y Conocimiento Didáctico de las Matemáticas en Educación Infantil, junto con sus respectivos subtipos. Se concluye que la concreción de estos conocimientos puede contribuir al desarrollo profesional del profesorado de infantil y, adicionalmente, pueden usarse como herramienta de análisis. The knowledge for teaching mathematics in Early Childhood Education is specified on the basis of a review of: a) the aims, practices and organisation of teaching; b) previous literature on early childhood teachers' knowledge for teaching mathematics. Considering this background, two types of knowledge are described and exemplified: Mathematical Knowledge in Early Childhood Education and Didactic Knowledge of Mathematics in Early Childhood Education, together with their respective subtypes. It is concluded that the concreteness of this knowledge can contribute to the professional development of early childhood teachers and, additionally, can be used as a tool for analysis.

In the society of communication and information, the relationships between individuals have changed substantially. The school, as a reflection of the society and that the students are going to inherit, cannot be left out. Previous educational conceptions focused on the individual in isolation, now subjects must be considered in relation to their cultural and social contexts. Societies have taken a dialogical turn of such a magnitude that the educational sciences cannot and should not be overlooked. This article intends to expose the firm idea that a new conception of learning should be promoted that leads to higher levels of understanding of reality and allows students to have an active control in their own learning process. Dialogic learning emerges from the evidence of how people learn dialogically. This being so, the role of the teacher acquires a new dimension.

In this article, grounded in the concept of interpretative knowledge (IK), which is well known in the literature, we introduce and discuss the construct of semiotic interpretative knowledge (SIK). This theoretical tool unfolds the interpretation of conceptual knowledge into a broader construct that intertwines the use of semiotic representations with the manifold aspects of mathematical learning. In the first part of the article, we first introduce Duval’s semio-cognitive approach, in which semiotics is the element characterizing the specific cognitive functioning of mathematics. On the basis of some classic examples from the relevant literature, we then show the necessity of introducing the semiotic component into IK to expand the interpretive power of the teacher. In the second part of the article, through the analysis of six episodes involving students with a specific learning disorder (SLD) engaged in mathematical activities, we show how the development of the teacher’s SIK emerges as a necessary condition for the implementation of inclusive teaching practices. This permits us to face the research question focused on how SIK allows us to understand the student’s behavior in a special needs educational context and provide effective feedback. In this sense, SIK is shown to be an intrinsic prerequisite of inclusive teaching, thus extending the concept of IK to the components of pedagogical content knowledge (PCK).

An important part of the mathematics syllabuses at the secondary school level in most countries is the concept of function. However, secondary school students often experience difficulties with this concept. These difficulties are well-known in the research literature. The study applies the mathematical knowledge for teaching (MKT) framework, including the category knowledge of content and students (KCS). Teachers’ ability to anticipate students’ difficulties is one aspect of KCS. The aim of this study is to investigate secondary mathematics student teachers’ KCS regarding the concept of function. Ten mathematics student teachers participating in a Supplementary Teacher Education Program answered a questionnaire about fictive secondary school students’ various difficulties with the concept of function. Follow-up interviews were conducted with four of the respondents. Compared to the findings of previous research on students’ difficulties with the concept of function, the respondents in the study sometimes provide reasonable suggestions about the sources of students’ difficulties. Some of the respondents demonstrate an aspect of KCS when they suggest that students can reason that a function must be defined by one algebraic expression only, and that students only know about continuous functions. However, no respondent suggests that one source of students’ difficulties with a constant function with an implicit domain is the missing domain. In addition, some respondents take for granted that students can interpret the algebraic representation of a piecewise-defined function and translate it into a graph.

Orientador: Guilherme do Val Toledo Prado Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Resumo : A partir das duas últimas décadas, um postulado central tem guiado as pesquisas sobre os saberes e conhecimentos docentes, considerando os professores como sujeitos que possuem determinados conhecimentos e saberes, mobilizados e produzidos no âmbito do seu trabalho cotidiano, muitas vezes, em função da realidade em que atuam. Isto implica em considerar o professor enquanto um sujeito que assume sua prática, a partir dos significados por ele atribuídos, um sujeito que possui repertório proveniente de sua própria atividade profissional e processo de formação. Partindo deste contexto, o presente estudo teve por objetivo investigar o processo de produção, mobilização e significação dos saberes e conhecimentos docentes, ocorrido nos espaços-tempo coletivos da escola. Para tanto, desenvolvemos nosso estudo na Escola Municipal de Ensino Fundamental ¿Padre Francisco Silva¿, acompanhando um grupo de professoras das séries iniciais e a equipe de gestão em dois espaços-tempo coletivos da escola: o trabalho docente coletivo (TDC) e o grupo de trabalho de 1ª à 4ª série (GT-2). Além disso, também observamos a sala de aula de uma das professoras que participava destes dois grupos, acompanhando o trabalho de alfabetização por ela desenvolvido. Os dados e vivências produzidos no processo de pesquisa, a partir do contato com estes sujeitos, nestes três espaços-tempo diferentes, permitiram a construção de um conjunto de imagens de experiências, que deram a ver os saberes e conhecimentos mobilizados, produzidos e significados, a partir de situações de limites e possibilidades das ações educativas realizadas por estas profissionais. Neste movimento nos deparamos com o processo de reflexão das professoras e demais profissionais da escola, com o desenvolvimento de um ambiente de colaboração e com o exercício da pesquisa e da escrita docente, que se constituíram em elementos fundamentais no processo de produção, mobilização e significação destes saberes e conhecimentos evidenciados. Vale dizer que realizar tal pesquisa, sistematizando e partilhando o conjunto de saberes e conhecimentos produzidos no cotidiano escolar, significou colaborar com os professores em seu processo de desenvolvimento profissional e valorização da profissão docente e ainda, partilhar possíveis caminhos, saberes e conhecimentos a serviço da maior razão de ser da escola: os alunos Abstract : From the last to decades, a central postulate has been guiding the researches regarding teacher¿s knowledge, considering teachers as persons that own certain knowledge mobilized and produced on the scope of their daily work. This implies to consider a teacher as a person that own knowledge that come from your own professional activity and academic background. In this direction, the present study has the goal to investigate the production, mobilization and significance process of teacher¿s knowledge in the collective meeting spaces on school itself. In order to achieve that, we have developed our study on Padre Francisco Silva¿s Elementary School, following a teacher¿s group of first grades and the school management team, on two collective moments inside the school: the collective teacher¿s working meetings (TDC) and the 1st to 4th working group (GT-2). Besides that, we have also observed the pedagogical practice of one of those school teachers inside the class room. The data produce on the research process, from the contact with this people, on those three different school spaces, have allowed the construction of experience images which show the mobilized, produced and meant knowledge from cutting-edge situations and possibilities of educational actions carried by those professionals. In this movement we have faced the reflection process of those teachers and other school professionals with the development of collaborative environment and research and teachers writing exercising, considered as elements responsible for production, mobilization and significance process of this evidenced knowledge. It¿s worthy to say that to carry out such a research, systematizing and presenting this knowledge set produced on the daily school work meant to collaborate with those teachers on their professional development and importance of teacher¿s work itself and still share possible ways and knowledge on the duty of the main reason of school existence: the students Mestrado Ensino e Práticas Culturais Mestre em Educação

This research proposes theoretical-methodological strategies and tools to guide teaching, reflection, and assessment on the practice of the prospective teacher of mathematics when performing teaching and learning processes on the notion of function. It exemplifies our proposal’s use, through the reflection and characterization of the didactic-mathematical knowledge, of a prospective Chilean teacher, underlying his practice of teaching the power function. For the development of our proposal, we used the theoretical-methodological notions of the Didactic-Mathematical Knowledge (DMK) model and micro-teaching contexts, understood as rich and essential spaces for teacher education. As a conclusion, we could observe that the theoretical-methodological proposal here presented serves to systematize the reflection and assessment processes of teaching practice (one’s own or that of others) for the teaching of functions, and, thus, determine (or anticipate) actions that improve the teaching processes on this important mathematical notion.

To teach effectively, teachers need subject-specific knowledge, such as content knowledge and pedagogical content knowledge, but also an ability to apply that knowledge to master demanding classroom situations. However, there is no consensus in research whether this ability should be modeled as a subject-specific ability or as a generic ability. This question is important for effective teacher training and especially for out-of-field teaching. In this exploratory study, we investigate the subject-specificity of the ability to apply subject-specific knowledge with German secondary pre-service teachers who are equally trained to teach mathematics and economics. We administered paper-pencil tests for subject-specific knowledge in both subjects to 37 pre-service teachers. In addition, video vignettes of instructional situations were used to elicit their ability to apply that knowledge. N = 6 cases showed apt subject-specific knowledge in both subjects to be analyzed regarding knowledge application. Based on a qualitative analysis of 93 responses to the video vignettes, teachers’ ability to apply that knowledge was examined. Our findings indicate systematic qualitative differences in the pre-service teachers’ responses in mathematics and economics. The results favor a subject-specific conceptualization of teachers’ ability to apply subject-specific knowledge in instructional settings. This implies for teacher training that learning opportunities for promoting teachers’ ability to apply their subject-specific knowledge in instructional settings should be designed specifically for the subject that will be taught. Our study also suggests that out-of-field teachers require training in both knowledge and an ability to apply this knowledge in teaching another subject, as their ability to apply knowledge may not transfer from their field of expertise.

Orientador: Ana Maria Falcão de Aragão Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Resumo: O presente trabalho se inscreve no campo de investigação sobre a formação de professores e o processo de produção, mobilização e significação dos saberes e conhecimentos docentes e discentes. Pautado na Teoria Histórico-Cultural e na abordagem narrativa e autobiográfica em pesquisa, o objetivo do estudo foi compreender o diálogo entre os saberes docentes e discentes decorrentes do processo reflexivo da professora-pesquisadora e de seus alunos, bem como as implicações desse processo para o desenvolvimento pessoal e profissional da docente. A pesquisa foi realizada a partir do trabalho desenvolvido pela professora com seus estudantes, localizado em duas escolas públicas do Município de Campinas: sendo uma da Rede Estadual e outra da Rede Municipal de ensino. Os dados foram produzidos a partir de todo o material pedagógico elaborado pela professora e o grupo de alunos nos anos de 2009 e 2010, além da realização de nove sessões de autoscopia com a professora e seus estudantes, nesse mesmo período. Essa produção resultou em um conjunto de narrativas acerca dos sentidos de ensinar e de aprender na escola, correspondendo aos dados de análise. As narrativas foram analisadas sob a luz do Paradigma Indiciário e da proposta dos Núcleos de Significação, o que permitiu indiciar um conjunto de saberes reveladores de importantes dimensões do trabalho e do desenvolvimento pessoal e profissional docente configurando os seguintes núcleos: - das relações interpessoais - sentidos da afetividade, dos diálogos e histórias (com)partilhadas; - das (não) coincidências nas relações de ensino - sentidos de aprendizagem, desenvolvimento e formação; - das fragilidades do trabalho docente - sentidos de uma militância em construção. A compreensão de cada um dos núcleos de significação permitiu a construção de um olhar sensível e, ao mesmo tempo, apurado para o processo de desenvolvimento pessoal e profissional docente inscrito nas relações de aprendizagem tecidas pela professora com seus estudantes, o que possibilitou defender a tese de que há uma especificidade do movimento de produção dos saberes docentes que se dá no intenso diálogo/confronto com os saberes discentes, fruto da vida que acontece na sala de aula e que precisa ser investigado, compreendido e explicitado como uma importante dimensão do processo de trabalho e formação docente, de constituição de uma identidade profissional e que se faz nos espaços-tempos cotidianos da escola. Abstract : This study is about teacher training and the process of knowledge production for teachers and students. Based on the Social-Historical Psychology and Autobiographical Narrative research, the objective of this study was to understand the dialogue between teacher knowledge and student, made possible by the process of reflective teacher with students, as well as the implications of this process for personal and professional teachers 'development. The survey was conducted from the work of the teacher with his students at two public schools located in the city of Campinas. As a source of data production were performed nine sessions autoscopy with the teacher and his students , in the years 2009 and 2010, and all the teaching materials produced by the group , which resulted in a set of narratives about the way of teaching and learn in school . Data were analyzed from the Evidential Paradigm and the proposal of "Nucleus of Meaning", allowing indicate a set of knowledge that expose important dimensions of work and personal and professional teacher¿s development. Were created three analysis nucleus: - interpersonal relationships - senses of affection , dialogues and stories shared with students; - the coincidence relationships education - ways of learning, development and training; - the weaknesses of teaching - senses a militancy under construction. Understanding each axis will make us able to contribute to the construction of a sensitive and at the same time , determined for the process of personal and professional teachers¿ development, which stand out as elements of this fundamental development process: the teacher reflexivity and the role that students perform privileged as trainers of teachers. Doutorado Ensino e Práticas Culturais Doutora em Educação

Orientador: Dario Fiorentini Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Física Gleb Wataghin Resumo: Esta pesquisa tem por objetivo compreender como as experiências de aprendizagem de matemática e de educação matemática da pesquisadora, enquanto estudante e professora de matemática, vêm influenciando sua prática de ensinar matemática e sua constituição profissional, sobretudo em relação a seus conhecimentos, suas crenças e sua identidade. Trata-se de um estudo de si desenvolvido mediante análise narrativa de experiências de aprendizagem que envolvem situações dialógicas com alunos, com outros professores, com a literatura sobre ensino, com outras mídias e em diferentes contextos de prática. O estudo de si preserva um paradoxo no seu termo: carrega um olhar centrado no eu, mas precisa do outro ¿ os colaboradores críticos ¿ para ver o que não se consegue ver sozinho. Esta metodologia é apropriada para investigar a própria prática, a ação nela e a compreensão de como ela muda; assim, o contexto é sempre presente e elemento fundamental para o pesquisador situar seu recorte em um meio cultural, em um lugar particular e em um tempo específico. A experiência se expressa no processo de reflexão, precisa de liberdade, de silêncio, de expressão e de tempo. Traz subjetividades e sensibilidades, como algo que forma e (trans)forma. Não combina com repetição, mas produz uma pluralidade de sensações singulares no sujeito que se ex-põe. Para a compreensão de si, neste estudo, foi lançado um olhar longitudinal sobre a transição de aluna a professora, tendo produzido significados sobre a constituição de identidade docente. As práticas matemáticas, de discente a docente, foram analisadas diacronicamente, tendo por base a Teoria Social da Aprendizagem e os domínios do Conhecimento Matemático para o Ensino. Nesse movimento, foram identificados diferentes modos de relação entre o conhecimento e a prática de ensinar e aprender, relacionados aos contextos acadêmicos ou profissionais, que constituem os conhecimentos para a, na e da prática. Os resultados, enfim, revelam a influência da vida de estudante nas escolhas profissionais expressas nas crenças da professora. Também evidenciam a importância de o professor buscar espaços de formação em comunidades que valorizam a pesquisa e fazer pesquisa para se desenvolver enquanto profissional. Além disso, evidenciam o processo de a professora compreender sua identidade profissional, para além do senso comum, e a importância de conhecer os limites e as possibilidades de diferentes práticas matemáticas, seja do paradigma do exercício, seja da resolução de problemas ou das práticas exploratório-investigativas. O professor, a partir do estudo de si, habilita-se a transformar-se e a transformar sua própria prática de sala de aula, ampliando e dando sentido às interações do estudante com a matemática Abstract: This research aims to understand how mathematics learning experiences and mathematics education of its researcher, as a student and teacher of mathematics, have influenced their practice of teaching mathematics and professional formation, especially in relation to their knowledge, their beliefs and their identity. It is a self study developed by narrative analysis of learning experiences involving dialogic situations with students, other teachers, with the literature about teaching, with other media as well as in diferents contexts of practice. The self study preserve a paradox in his term: loads a look self-centered, but needs the others ¿ critical friends ¿ to see what you can not see by yourself. This methodology is appropriate to investigate the practice itself, it action and understanding how it changes; so, the context is ever present and fundamental element for the researcher to place your version in a cultural environment, in a particular space and at a specific time. The experience is expressed in the reflection process, it needs freedom, silence, speech and time. Brings subjectivities and sensibilities as something that form and (trans)form. Does not match with repetition, but produces a plurality of unique sensations in the person who experiences it. In order to understand yourself, in this study, a longitudinal look was taken to a transition of a student in a teacher, producing meanings about the constitution of teacher identity. The mathematical practices, from student to teacher were analyzed diachronically, based on the Social Learning Theory and the fields of Mathematical Knowledge for Teaching. In this movement, were identified diferents ways of relationship between knowledge and practice of teaching and learning related to academic and professional contexts, which constitute the knowledge for, in and of practice. The results, finally reveal the influence of student life in the career choices expressed in the beliefs of the teacher. Also highlight the importance of the teacher seek training spaces in communities that value the research and do research that aims the professional development. Besides, show the process of the teacher understand their professional identity, beyond common sense, and the importance of knowing the limits and possibilities of diferents mathematical practices, whether in the field of the exercise paradigma, in the solving-problems or exploratory investigative practices. The teacher, from the self study, enables to turn up and turn his own practice in the classroom, expanding and giving meanings to the student interactions with mathematics Doutorado Ensino de Ciências e Matemática Doutora em Ensino de Ciências e Matemática

CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior A pós-graduação stricto sensu no Brasil, estruturada a partir do modelo norteamericano e alemão, é o principal lócus do desenvolvimento de pesquisas científicas no país e por consequência focaliza a formação de pesquisadores. No entanto, a legislação aponta que a pós-graduação, também, é responsável pela formação de professores para a docência no Ensino Superior. Atualmente observa-se algumas atividades formativas nos programas de pósgraduação voltadas para a docência, como algumas disciplinas, o estágio de docência, e a tutoria. A formação de professores envolve a construção de habilidades, competências e saberes, construídos em diferentes momentos e espaços ao longo da trajetória acadêmica e profissional do professor. Entre esses saberes, destacam-se os saberes da experiência, construídos de maneira tácita, usualmente mobilizados pelos professores sem uma perspectiva de reflexão que os coloque sobre olhares fundamentados teoricamente. Esta pesquisa teve como objetivo investigar o processo de formação para a docência dos pós-graduandos em Química da Universidade Federal de Juiz de Fora, entre 2016 e 2019 e o envolvimento de alguns docentes em momentos formativos para a docência no Ensino Superior. Este trabalho, de cunho qualitativo, teve os dados construídos por meio de questionários, entrevistas, grupo focal e observação participante ao longo da disciplina Docência em Química no Ensino Superior, e analisados a luz da Análise de Conteúdo. Participaram 39 pós-graduandos do Programa de PósGraduação em Química e seis professores efetivos do departamento de Química. Os resultados permitiram inferir que as experiências vivenciadas ao longo do estágio de docência são as principais contribuições para a formação docente. Entretanto, ainda é tímida a reflexão sobre a prática docente nessas atividades, uma vez que os saberes da experiência, tão arraigados na trajetória escolar dos pós-graduandos, não são problematizados ou reconstruídos com ou por estes estudantes. Por outro lado, os momentos formativos organizados por uma disciplina de pós-graduação apontam para uma ampliação dos horizontes da formação docente dos pósgraduandos, a partir de uma fundamentação teórica que suporta um processo de reflexão sobre a experiência profissional e a prática docente. As oportunidades de compartilhamento de experiências e os momentos reflexivos proporcionados durante a disciplina Docência em Química no Ensino Superior possibilitaram aos professores e pós-graduandos construírem e reconstruírem conhecimentos sobre a docência. Os docentes participantes valorizaram habilidades e características que superam a visão de que para ensinar é suficiente o domínio do conteúdo, indicando uma preocupação não só com o ensino, mas também com a aprendizagem dos alunos. Conclui-se que o estágio de docência, a tutoria, a disciplina e outros momentos e espaços de compartilhamento de experiências ao longo da pós-graduação têm relevante contribuição na formação docente desses estudantes, com potencial para desenvolver a reflexão crítica e formação continuada de pós-graduandos e professores do Ensino Superior. Espera-se que este estudo possa contribuir para o fomento de políticas institucionais internas voltadas para a formação docente na pós-graduação. The postgraduate programs in Brazil, based upon the North American and German model, is the main locus of the development of scientific research in the country and, consequently, focuses on the training of researchers. However, the legislation points out that postgraduate programs are also responsible for the training of teachers for teaching in Higher Education. Currently, there are some training activities in postgraduate programs focused on teaching, such as some courses, teaching internship, and tutoring. Teacher training involves the construction of skills, competences and knowledge, built at different times and spaces throughout the academic and professional trajectory of the teacher. Among these knowledges, the knowledge of experience stands out, constructed in a tacit way, usually mobilized by teachers uncritically, without a perspective of reflection that places them on theoretically grounded views. This research aimed to investigate the teacher training process of post-graduate students in Chemistry at the Universidade Federal de Juiz de Fora, between 2016 and 2019 and the involvement of some teachers in training moments for teaching in Higher Education. This research, of qualitative nature, had the data constructed through questionnaires, interviews, focus group and participant observation throughout the Docência em Química no Ensino Superior course, analyzed in the light of Content Analysis. 39 post-graduate students from the Programa de Pós-Graduação em Química and six permanent professors from the Chemistry department participated. The results infer that the experiences lived during the teaching stage are the main contributions to teacher training. However, the reflection on teaching practice in these activities is still timid, since the knowledge of experience, so ingrained in the school trajectory of graduate students, is not problematized or reconstructed with or by these students. On the other hand, the training moments organized by a postgraduate discipline point to an expansion of the horizons of teacher education for graduate students, based on a theoretical foundation that supports a process of reflection on professional experience and teaching practice. The opportunities to share experiences and the reflective moments provided during the Docência em Química no Ensino Superior class enabled teachers and graduate students to build and rebuild knowledge about teaching. Participating teachers value skills and characteristics that surpass the view that to teach content is sufficient, indicating a concern not only with teaching, but also with students' learning. It is concluded that the teaching internship, the tutoring, the discipline and other moments and spaces for sharing experiences throughout the postgraduate course have an important contribution in the teacher education of these students, with the potential to develop critical reflection and continued postgraduate education. graduate students and higher education teachers. It is hoped that this study can contribute to the promotion of internal institutional policies aimed at teacher education in graduate school

Existing research indicates inconsistent or at best weak predictive effects of teacher knowledge on student achievement. Data from Germany were used to examine the relation between teachers' content and pedagogical content knowledge, their perception, interpretation, and decision-making skills, the instructional quality implemented in class, and students' learning progression in mathematics. Rather than direct effects of teacher knowledge on students, we hypothesized an effect chain with multiple mediation processes while controlling for school type and student background. Multi-level modeling with 3496 students from 154 classrooms revealed a mediating role of teachers' skills and their instructional quality for the relation between teacher knowledge and students' learning progress. Effect sizes were medium to strong, and the model explained a large amount of variance. No direct effects of teachers’ knowledge on student progress were found. We discuss our findings with respect to the teacher-competence-as-a-continuum model and with respect to future research.

The developmental nature of early writing warrants targeted instruction in writing concepts and skills in kindergarten classrooms. Given the complexity of writing and early writing development, research into kindergarten teacher knowledge of early writing development and how this influences instructional practices is appropriate. To conduct this research, data was collected from an online questionnaire, a semistructured interview, and student writing sample analysis tasks of five kindergarten teachers. Qualitative data analysis was conducted and provided descriptions of individual teachers��� instructional practices for writing and an in-depth description of the proposed teacher-student interactions from the student writing sample analysis tasks. Findings revealed that influences other than knowledge of early writing development exist and impact instructional practices of writing.

Orientador: Adriana Vitorino Rossi Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Física Gleb Wataghin Resumo: O Programa Institucional de Bolsas de Iniciação à Docência ¿ PIBID, da CAPES, coloca o professor supervisor em um importante papel de formador de futuros professores. Neste programa, o professor da universidade precisa interagir mais com a escola pública, o que não é frequente em outros programas de formação. Considerando-se o pequeno número de dissertações e teses que focam o professor supervisor do PIBID, a necessidade de investigar sua prática profissional inserido neste programa e os desafios que se impõem no espaço escolar, o objetivo geral desta pesquisa foi investigar se, na interação da UNICAMP com a escola houve contribuições para que os professores se motivassem, como isso ocorreu e se essa interação favoreceu (ou não) sua prática profissional e a construção de sua identidade.A metodologia utilizada foi estudo de caso com foco no professor supervisor de subprojetos do PIBID na UNICAMP. Os dados foram coletados principalmente em entrevistas com os professores supervisores e coordenadores de área de cinco subprojetos (Edital 2013- 03/14 a 02/2018), bem como com os coordenadores de gestão do PIBID UNICAMP. A análise dos dados ocorreu por meio da análise textual discursiva, com ajuda do recurso nuvem de palavras, utilizando-se referenciais teóricos à luz da Teoria da Autodeterminação, identidade profissional e saberes docentes. Sugerimos que os professores supervisores entrevistados estejam em sua entrada e permanência no PIBID, nos estilos regulatórios extrínseco identificado e extrínseco integrado. Dos 11 supervisores entrevistados, só dois apontaram a importância da bolsa. A falta de status e vínculo e o isolamento dos professores os levaram a participar e colaborar em um programa que os aproximou da universidade em um nível de intensidade maior do que o interesse pela bolsa. Das atividades realizadas, destacamos a experimentação na disciplina de Química lecionada por dois supervisores. Neste caso, a partir de oficinas, feiras de ciências, aulas experimentais e investigativas, os estudantes aprenderam os saberes disciplinares da Química, principalmente relacionados à química orgânica e ao equilíbrio químico. Os professores supervisores relataram a atualização de seus conhecimentos a partir da interação com os saberes de formação profissional provenientes da Universidade, o que sugere o atendimento da necessidade psicológica de competência. Identificamos alguns saberes importantes para a construção da identidade docente como os experienciais: o aprender a gostar dos colegas, o ato de ouvir, o respeito, o diálogo, a ajuda mútua, a amizade e o vínculo criado no PIBID que também podem ter contribuído para a satisfação da necessidade psicológica de pertencimento à escola e ao programa. A reflexão na e sobre a prática favoreceu a autonomia profissional dos supervisores, a ponto destes professores refletirem sobre como estão formando os licenciandos bolsistas. Verificamos, por meio dessas reflexões, produção de espaços constantes de vivência e oficinas, indicativos de que as necessidades psicológicas de autonomia, pertencimento e competência podem ter sido atendidas. Além disso, foram estabelecidos ambientes de formação nas escolas dos professores supervisores entrevistados e houve favorecimento de suas práticas, construção de saberes e identidade no sentido de ajudá-los a superarem os desafios da carreira, rompendo a distância universidade-escola Abstract: The Institutional Program Teaching Initiation Scholarship (PIBID) places the supervising teacher in an important role as teacher trainer for future teachers. In this program, the university professor needs to interact more with the public school, which is not frequent in other training programs. Considering the low number of dissertations and theses that focus on the teacher supervisor of PIBID, the need to investigate their professional practice inserted in this program and the challenges that are imposed on the school space, the general objective of this research was to investigate whether in the interaction of the UNICAMP with the school, there were contributions to motivate teachers, how this occurred and whether this interaction favored (or not) their professional practice and the construction of their identity. The methodology used was a case study with a focus on the subproject supervisor of PIBID at UNICAMP. The data were collected mainly in interviews with supervisors teachers and area coordinators of five subprojects (Edital 2013- 03/14 to 02/2018) as well as with the coordinators of PIBID UNICAMP. The analysis of the data occurred through the discursive textual analysis, with the help of the word cloud resource, using theoretical references in the light of the Self-Determination Theory, professional identity and teacher knowledge. We suggest that the supervising teachers interviewed should be entering and staying in PIBID, in the extrinsic regulatory styles identified or extrinsic integrated. Of the 11 supervisors interviewed, only two pointed out the importance of the scholarship. The lack of status and bonding and the isolation of teachers led us to participate and collaborate in a program that brought them closer to the university at a level of intensity greater than the interest in the scholarship. Of the activities carried out, we highlight the experimentation in Chemistry taught by two supervisors. In this case, from workshops, science fairs, experimental and investigative classes, students learned the disciplinary knowledge of Chemistry, mainly related to organic chemistry and chemical equilibrium. Supervising teachers reported the updating of their knowledge from the interaction with the knowledge of vocational training coming from the University, which answered the psychological need for competence. We identified some important knowledge for the construction of the teaching identity as the experiential ones: learning to like colleagues, listening, respect, dialogue, mutual help, friendship and the bond created in PIBID contributed to the satisfaction of the need of school and the program. The reflection in and on the practice favored the professional autonomy of the supervisors, to the point that these teachers reflect on how they are forming the scholars' graduates. We verified through these reflections, the production of constant living spaces and workshops, indicating that the psychological need for autonomy, belonging and competence may have been answered. Besides, environments of formation were stablished and there were favoring of their practices, knowledge and identity construction in the sense of helping them to overcome the challenges of the career and breaking the university-school distance Doutorado Ensino de Ciências e Matemática Doutor em Ensino de Ciências e Matemática

This systematic review documents the progress of research in the area of online teacher professional development (oTPD) and seeks to inform developers and facilitators on the complex and unique empirical indicators that are important in designing, developing, implementing, evaluating, and researching oTPD. The 73 studies analyzed in this review suggest that the research in oTPD is progressing toward more rigorous empirical methods and theoretically-grounded design, implementation, and evaluation. Research in oTPD is moving forward in more sophisticated ways and adding to our understanding of high-quality practices that engage teachers in meaningful teacher professional learning in online contexts.

This paper explored pre-service teachers’ perceptions and knowledge of trigonometric concepts. Convenience sampling technique was used to select a sample of 119 (25 females, 94 males) second year science/mathematics pre-service teachers from two Colleges of Education in the Northern Region of Ghana. Trigonometry Perception Questionnaire (TPQ) and Trigonometry Assessment Test (TAT) were used to collect data on pre-service teachers’ perceptions and conceptual knowledge of trigonometry. Data were coded and keyed into Statistical Package for Service Solutions (SPSS version 20) and analysed using descriptive statistics. The results suggested that pre-service teachers perceived trigonometry as abstract, difficult and boring to learn; and had limited conceptual knowledge of basic trigonometric concepts. Consequently, more that 50% of them were unable to construct and reconstruct the appropriate mental structures for meaningful understanding to enable them respond to important basic trigonometry tasks. To achieve quality mathematics education, teacher educators must change their instructional practice and teach for understanding. Since understanding is the key to teacher’s instructional actions, processes and knowledge, we recommend teaching trigonometry for understanding during teacher preparation.

The aim of this study is to deepen our understanding of the practice of a lecturer in linear algebra by exploring the connections he makes between his content knowledge and his pedagogical content knowledge while working on the topic of matrices. Data were collected through video recordings of his classes and semi-structured interviews, and were analysed with the Mathematics Teacher’s Specialised Knowledge model. Instances of classroom performance, supported by the teacher’s own affirmations, provided evidence relating to the categories comprising the model, and enabled us to establish connections between the lecturer’s knowledge, his understanding of his students’ learning capabilities, and his knowledge of teaching mathematics, which together account for his classroom practice: the use of varied examples to introduce new content, the highlighting of the most salient aspects of the topic, and alerts about potential errors and difficulties. The contribution that these results could make to the training of university teachers, which would be done with the knowledge of the areas of difficulty shown by the teacher in mind, could be used to deepen other elements of their pedagogical content knowledge. The interconnections between areas of knowledge identified by the study also serve to validate the usefulness of a theoretical model for studying teachers’ knowledge, This research was financed by the COIDESO research centre at the University of Huelva, the Ministry of Science, Innovation and Universities of the Government of Spain (project: RTI2018- 096547-B-I00), and the research group DESYM (HUM-168)

In this study, we investigated which teacher characteristics influence student proficiency development regarding fractions in Grade 5 of Dutch primary education. At least three domains of research (i.e. perspectives) on effective teaching can be distinguished: studies focusing on teachers’ background characteristics, on their knowledge and conceptions regarding the subject they are teaching and on the domain-specific and general pedagogical characteristics of their teaching. In this study, effects of the three perspectives on student fraction proficiency were examined simultaneously using multilevel analyses. Findings revealed that teachers’ age and experience in the upper grades, their pedagogical content knowledge and the degree of student participation in their lessons had positive effects. Their subject matter knowledge, quality of their concept maps and the richness of the mathematics in their lessons had negative effects. Thus, effects were found pertaining to all three perspectives on teachers and their teaching we included in our study.

The purpose of this article is to contribute to the discussion of mathematics teacher knowledge, and the question of what makes it specialized. In the first part of the article, central orientations in conceptualizing mathematics teacher knowledge are identified and the more serious limitations of the grounds on which they stand are explicated. In the second part of the article, alternative views are offered to each of these orientations that direct attention to underexplored issues about what makes mathematics teacher knowledge specialized. Collectively, these alternative views suggest that specialization in mathematics teacher knowledge cannot be comprehensively accounted for by ‘what’ teachers know, but rather by ‘how’ teachers’ knowing comes into being. We conclude that it is not a kind of knowledge but a style of knowing that signifies specialization in mathematics teacher knowledge.

Experience in the classroom influences how teachers interpret classroom events. This article investigated differences between expert and novice teachers' interpretations of authentic, problematic classroom events. Two types of videos presented problematic events, displaying either unrelated problems, such as disengaged, off-task students, or interrelated problems leading to a flagrant disruption. Predicted differences in teachers’ verbalized interpretations were analyzed through a multi-category coding scheme. All coding categories showed significant main effects for expertise. Novices interpretations focused on issues of behavior and discipline. Experts were markedly focused on student learning, stressing the influential role of the teacher on events arising in the classroom.

Most of the research examining the relation between instructional quality (INQUA) and mathematics teachers’ competence was restricted to a limited set of competence facets. Furthermore, mostly variable-oriented approaches were applied that assume homogeneity of teacher competence. In our study, teacher competence is conceptualized as a comprehensive multi-dimensional construct including a broad range of subject-specific and generic facets regarding mathematics teachers’ knowledge, skills and beliefs, all assessed in a standardized way with well-established instruments. In our person-oriented approach, applying latent profile analysis, we examined whether it was possible to identify subgroups of teachers with different competence profiles. These profiles were then related to the generic and subject-specific INQUA implemented. The exploratory study was carried out with 77 secondary mathematics teachers from Germany as part of the projects TEDS Instruct and TEDS Validate. The data revealed four competence profiles that differed quantitatively and qualitatively. The profiles were related to different types of INQUA, and the relations indicate a need of strong levels of knowledge and skills for high INQUA but a lesser relevance of learning beliefs related to the dynamic nature of mathematics. In addition, our results indicate a need of a stronger subject-specific operationalization of INQUA in contrast to previously dominating generic conceptualizations.

En este trabajo se analiza la evolución de las concepciones sobre los contenidos de 16 docentes universitarios de ciencias, cuando realizan ciclos de mejora en el aula en un curso de formación. Para ello, se ha utilizado un cuestionario inicial de preguntas abier-tas y un informe final público sobre su práctica docente. La metodología utilizada ha sido de tipo cualitativa y basada en el análisis del contenido de ambos instrumentos. Los resultados indican que el desarrollo profesional alcanzado es significativo y se orienta hacia una visión de los contenidos coherente con una enseñanza centrada en el estudian-te y en el aprendizaje, aunque de diverso grado según las dimensiones analizadas. Tam-bién permiten proponer una hipótesis de progresión del conocimiento docente del profe-sorado universitario de ciencias en relación con los contenidos, que oriente las estrategias formativas. This work analyzes the evolution of content concepts among 16 university science pro-fessors participating in the Classroom Improvement Cycles (CIC) within the scope of a training program. For this, an initial, open-question questionnaire and a public final re-port about their teaching practice were used, together with a qualitative methodology based on the analysis of content for both instruments. The results indicate that the level of professional development is significant and the orientation moves towards contents that are more coherent with teaching based on the student and on learning, although to a wide range of degrees according to the dimensions analyzed. It also allows us to pro-pose a progression hypothesis regarding university science professors' knowledge in terms of contents that leads the training strategy.

The sequential nested mixed methods study focused on comparative analysis of middle school mathematics teachers’ content knowledge in two countries. The study consisted of two stages: (1) quantitative study of teacher content knowledge; (2) qualitative study of teacher topic-specific content knowledge. The initial sample for the first stage included lower secondary mathematics teachers from the U.S. (grades 6-9, N=102) and Russia (grades 5-9, N=97). The Teacher Content Knowledge Survey (TCKS) was applied to assess teacher content knowledge based on the cognitive domains of Knowing, Applying, and Reasoning, as well as addressing the lower secondary mathematics topics of Number, Algebra, Geometry, Data and Chance. The second stage - an interpretive cross-case study - aimed at the examination of the U.S. and Russian teachers’ topic-specific knowledge on the division of fractions. For the second stage, N=16 teachers (8 – from the U.S., and 8 – from Russia) were selected for the study using non-probability purposive sampling technique based on teachers’ scores on the TCKS. Teachers were interviewed on the topic of fraction division using questions addressing their content and pedagogical content knowledge. In order to analyze the qualitative data, we conducted meaning coding and linguistic analysis of teacher narratives as primary methods of analysis. The study revealed that there are explicit similarities and differences in teachers’ content knowledge as well as its cognitive types. Findings from the first stage did not show any significant differences between the U.S. and Russian teachers’ knowledge of Number (χ2=0.347, p>.05) and Geometry (χ2=1.293, p>.05) domains. However, there was a statistically significant difference observed in teachers’ knowledge of Data and Chance (χ2=8.003, p

Etnososial is learning that integrates culture and local wisdom into social learning. Indonesia is very rich with a variety of cultures and local wisdom. These cultural values and local wisdom must be used by the teacher as a material and source of learning. So from that, the purpose of this study is to know the ethnosocial knowledge of elementary school teachers and the obstacles in applying it. This research uses quantitative design with survey research design. This study used 30 teachers as respondents. The instruments used were questionnaires and interviews. The results of this study are about the knowledge of ethno-social elementary school teachers in Indonesia in good condition. It is known that the ethno-social knowledge of teachers in Bajubang District is 6.7% included in the very bad category. While 30.0% are in a bad category, 43.3% are in a good category and 20.0% are in the very good category. The teacher applies ethno-social knowledge through various methods, learning strategies, using simple learning media and using the environment as a learning resource. While the obstacles faced by teachers are the ability of different students, media and learning resources that are lacking, lack of knowledge and experience of ethno-social teachers.

Resume L'objectif de ce travail est d'etudier quel genre de conditions et de limites constituent le contenu de la connaissance didactique du contenu dans les formateurs d'enseignants japonais et suedois (PCK). Nous decrivons comment les formateurs organisent leurs pratiques d'enseignement en relation avec la determination de la zone pour analyser les praxeologies des lecons. Notre etude montre que le PCK des formateurs d'enseignants japonais est partage plus explicitement par la communaute des formateurs par rapport a l'homologue suedois. En outre, un programme de formation japonais plus detaille ainsi que l'approche structuree de resolution de problemes illustrent comment cree de riches organisations mathematiques et didactiques pour les futurs enseignants. Abstract The aim of this paper is to investigate which kind of conditions and constraints affect Japanese and Swedish teacher educators’ pedagogical content knowledge (PCK). We analyse the praxeologies of the lessons in which the educators teach area determination. Our study shows that the Japanese teacher educators’ PCK are more explicitly shared by the community of the teacher educators compared to the Swedish counterpart. Also, the detailed Japanese curriculum and the structured problem solving approach promote to illustrate how to construct rich mathematical and didactical organisations for prospective teachers.

Quantifying the impact of teaching quality on pupil learning, and understanding what teacher characteristics or practices are likely to improve student achievement, are pressing research questions in all countries. Empirical evidence also needs to be context specific since different education systems are likely to have different facilitators and barriers to good teaching. Existing evidence, largely from the US, suggests a number of strong research designs that enable researchers to model the impact of teaching on pupil achievement. However, operationalising these models in more resource-constrained contexts is challenging. In this paper we describe our attempt to model the impact of teachers and their practices on pupil achievement using the quantitative data generated for this research (household and school surveys with a teacher survey and an attempt to assess teacher knowledge). We describe the challenges when trying to implement this approach in the Indian and Pakistan context and the methodological adaptions needed. We reflect on the strengths and weaknesses of our approach. We note that existing literature tends to provide relatively minimal descriptions of the specific research design and instruments used to model teacher quality and hence provides a partial picture of methodological considerations. In this paper we contribute a detailed and frank account of developing a workable research design and the challenges we encountered.

In early 2020, the COVID-19 pandemic emerged, which resulted in global lockdowns. As a result, education could no longer be provided in its current form and was therefore provided online. This study discusses the consequences of online instruction in secondary education and how students perceived this new way of learning. Specifically, this research focuses on how online education was facilitated, how this differs from regular education and how students and teachers experienced these practices. In this study, qualitative and quantitative data were collected from teachers and students. Our findings revealed that the students were missing a proper structure in the lessons. There was a decline in the understanding and enjoyment by students in all courses. This study also shows that the variety of instructional strategies that the teachers used increased during the lockdown period. However, teachers were lacking in other aspects that define good instruction. Moreover, teacher data demonstrate that the teachers needed guidance from the schoolboard. It is remarkable that the schoolboard plays a key role in improving this situation. This research suggests that if the schoolboard provides guidelines on planning education, teachers could focus more on other aspects of a good instruction.

ResumenEl propósito del estudio es investigar los conocimientos, las creencias erróneas y las lagunas de conocimiento de los profesores sin experiencia y de los profesores con experiencia de España, con relación a áreas específicas sobre la dislexia del desarrollo: información general, síntomas/diagnóstico y tratamiento, así como su relación con variables sociodemográficas. Ciento dieciocho profesores sin experiencia y 110 profesores con experiencia completaron la Escala de Conocimientos y Creencias sobre la Dislexia del Desarrollo (KBDDS). Los resultados indican que los conocimientos de los profesores con experiencia fueron significativamente mejores que los de los profesores sin experiencia en la escala total y en sus respectivas subescalas. Sin embargo, las lagunas de conocimientos fueron mayores para los profesores sin experiencia en la escala total y en las subescalas de información general y de síntomas. En el caso de las creencias erróneas, aunque los rangos promedio fueron más altos en el caso de los profesores sin experiencia, no se alcanzó la significación estadística. Los años de experiencia en la enseñanza, la autoeficacia y la experiencia directa con un niño diagnosticado con dislexia, correlacionaron positivamente con los conocimientos. Se discuten las implicaciones educativas de nuestros resultados en relación con la formación de los maestros en la universidad, así como en los programas de desarrollo profesional de los maestros en ejercicio.AbstractThe purpose of the study is to investigate the knowledge, misconceptions, and lack of information of pre-service and in-service Spanish teachers, in relation to specific areas of developmental dyslexia: general information, symptoms/diagnosis, and treatment. Also, to study the relationship between knowledge and sociodemographic variables. The study included 118 pre-service teachers and 110 in-service teachers who completed the knowledge and beliefs scale about developmental dyslexia (KBDDS). The results indicate that the knowledge of in-service teachers was significantly better than pre-service teachers in the full scale and in their respective sub-scales. However, lack of information was higher for pre-service teachers in the full scale and in the sub-scales of general information and symptoms. In the case of misconceptions, although the mean ranges were higher in pre-service teachers than in-service teachers, it did not reach statistical significance. The years of teaching experience, the self-efficacy, and direct experience with a child diagnosed with dyslexia, positively correlated with knowledge. The educational implications of our results in training teachers at the university and on the professional development of teachers are discussed.

In the persisting South African education crisis, low quintile schools are known for their lack of adequate resources, poorly trained teachers who lack content and pedagogical knowledge, overcrowded classrooms, and a lack of parental support. I used a qualitative, exploratory, descriptive design to explore South African low quintile school teachers' knowledge of self-regulated learning as well as their perceptions of how they develop self-regulated learning in learners. I conducted semi-structured interviews with 10 purposively and conveniently selected Grade 8 secondary school teachers. The participants hold positive beliefs about self-regulated learning but lack pedagogical knowledge to develop this. They also experience departmental pressure regarding curriculum coverage, assessment, and administration that inhibits their time to do so. The participants perceive their efforts to develop self-regulated learning as being weighed down because this is not a priority at school, with high pass rates in the Annual National Assessment and Senior Secondary School Certificate examinations taking precedence. Future research needs more classroom-based studies to determine how teachers might start to become more skilful at teaching self-regulated learning skills since the development of this is not an automatic process but needs to be supported in learners.

This study used a multiple case study design to explore the occurrence of pivotal teaching moments, teachers’ responses to these moments, and teachers’ own perceptions of the impact of these moments on their own knowledge development. The participants were six practicing secondary mathematics teachers. The researcher collected data from teacher created lesson plan outlines, observations of the same lesson delivered to two different classes, participant interviews, and teacher reflection journals. The researcher reviewed the lesson plan outlines prior to observations to understand teachers’ anticipations. During observations, the researcher recorded observed pivotal teaching moments, corresponding teacher responses to these moments, and instructional changes between the two observed lessons. Interviews allowed the researcher to identify in-the-moment teacher thinking and teachers’ motivations for their responses. Teacher reflection journals provided insights related to teachers’ classroom actions and learning. The results confirmed and built upon existing classifications of pivotal teaching moments and teachers’ responses, while also identifying seven themes related to teacher motivations for their responses. Teachers’ perceptions of changes in their own knowledge base occurred for their content knowledge as well as their pedagogical content knowledge. Future research should explore how pivotal teaching moments are created, how teacher-student interactions shape teacher knowledge development, and examine the role of teachers’ reflections about their practice in their knowledge development.

The purpose of this paper is to describe the historical development of science teacher education in pre-service and in-service education in Japan with a focus on the systemic changes and teachers’ professional learning culture. The characteristics of science teacher education generally are elucidated through an analysis of the system and professional culture across time in Japan. There is a conflict regarding the integration and balance between pedagogical and content knowledge across the world. The author identified this problem as a historical and socio-cultural aporia regarding the ideal model of secondary school science teachers. In the study’s conclusion, the author argues, based on the historical and international perspectives, that we should not ignore science teachers’ traditionally accumulated wisdom and expertise, and that it is critical to identify the role that the professional learning community plays role in aiding prospective teachers to become expert science teachers.

Background Though active-learning instruction has the potential to positively impact the preparation and diversity of STEM graduates, not all instructors are able to achieve this potential. One important factor is the teacher knowledge that instructors possess, including their pedagogical knowledge. Pedagogical knowledge is the knowledge about teaching and learning that is not topic-specific, such as knowledge of learning theory, classroom management, and student motivation. We investigated the pedagogical knowledge that 77 instructors who report implementing active-learning instruction used as they analyzed video clips of lessons in large active-learning biology courses. We used qualitative content analysis, and drew on cognitive and sociocultural perspectives of learning, to identify and characterize the pedagogical knowledge instructors employed. We used the collective thinking of these instructors to generate a framework of pedagogical knowledge for active-learning instruction in large undergraduate biology courses. Results We identified seven distinct components of pedagogical knowledge, as well as connections among these components. At the core of their thinking, participants evaluated whether instruction provided opportunities for students to generate ideas beyond what was presented to them and to engage in scientific practices. They also commonly considered student motivation to engage in this work and how instruction maximized equity among students. Participants noticed whether instructors monitored and responded to student thinking in real-time, how instruction prompted metacognition, and how links were built between learning tasks. Participants also thought carefully about managing the logistics of active-learning lessons. Conclusions Instructors who report using active-learning instruction displayed knowledge of principles of how people learn, practical knowledge of teaching strategies and behaviors, and knowledge related to classroom management. Their deep knowledge of pedagogy suggests that active-learning instruction requires much more than content knowledge built through training in the discipline, yet many college STEM instructors have little or no training in teaching. Further research should test this framework of pedagogical knowledge in different instruction contexts, including different STEM disciplines. Additional research is needed to understand what teacher knowledge is critical to effective active-learning instruction and how the development of this knowledge is best facilitated. Achieving widespread improvement in undergraduate STEM education will likely require transforming our approach to preparing and supporting undergraduate instructors.

Assessment literacy is a core professional requirement across educational systems. Hence, measuring and supporting teachers’ assessment literacy have been a primary focus over the past two decades. At present, there are a multitude of assessment standards across the world and numerous assessment literacy measures that represent different conceptions of assessment literacy. The purpose of this research is to (a) analyze assessment literacy standards from five English-speaking countries (i.e., Australia, Canada, New Zealand, UK, and USA) plus mainland Europe to understand shifts in the assessment landscape over time and across regions and (b) analyze prominent assessment literacy measures developed after 1990. Through a thematic analysis of 15 assessment standards and an examination of eight assessment literacy measures, results indicate noticeable shifts in standards over time yet the majority of measures continue to be based on early conceptions of assessment literacy. Results also serve to define the multiple dimensions of assessment literacy and yield important recommendations for measuring teacher assessment literacy.

This study explored American and Portuguese elementary teachers' preferences in planning for literacy instruction using the Language Arts Activity Grid (LAAG; Cunningham, Zibulsky, Stanovich, & Stanovich, 2009), on which teachers described their preferred instructional activities for a hypothetical 2-h language arts block. Portuguese teachers (N = 186) completed Portuguese versions of a background questionnaire and LAAG electronically, in Survey Monkey; American teachers (N = 102) completed identical English measures using paper and pencil. Results showed that teachers in both groups usually addressed comprehension and reading fluency on their LAAGs and that they also allocated the most time to these two areas. However, American teachers were more likely to include teacher-directed fluency activities, whereas Portuguese teachers were more likely to include fluency activities that were not teacher directed. Significantly more American than Portuguese teachers addressed phonics in their planning, whereas significantly more Portuguese than American teachers addressed writing processes such as revision. Both groups of educators demonstrated large variability in planning, with many teachers omitting important components of literacy identified by researchers, for writing as well as reading. The study highlights the importance of providing teachers with comprehensive, research-based core literacy curricula as well as professional development on key components of literacy. Study findings also suggest significant relationships between orthographic transparency and teachers' instructional planning., This research was supported by a 2-year grant from the Foundation Francisco Manuel dos Santos in Portugal as well as by a Connecticut State University research grant in the U.S.A. We would like to express our sincere gratitude to these funding agencies as well as to the teachers and school districts who participated in the study and sent messages of interest about our research. In addition, warm thanks to our research assistants for their help with data collection, coding, and analysis, and to Anne Cunningham for providing us with inspiration as well as guidance in this work., info:eu-repo/semantics/publishedVersion

The subject specific didactical competence is the keyword in the vocational education reform and development in China. To identify its nature and structure, to find a way of its development attracts the most political and research interest. The study on teacher thinking (teachers’ cognition research) since 1980s have given a new perspective to the discussion on teachers competence and revealed its character and structure in many aspects. These findings have great impact on the teacher education and professional development but stay rather unnoticed in the VTE teacher education discussion in China. First, leading questions and the theoretical backgrounds which have driven the study on teacher thinking are briefly reviewed. Then, Leading empirical research on mathematics teacher COACTIVE and two research on VTE teachers in German are introduced. This leads to the conclusion that how important it is to reveal teachers practical knowledge for the description and development of VTE teachers subject specific competence, and that the knowledge about teachers knowledge about specific vocational domain as a highly valued black box is actually seldom studied in detail. Two studies in Shanghai on VTE teachers and teacher students with the goal to reveal the teachers thinking (teachers self-conception, their didactical thinking) are then reported. Possible content focus and methodological ideas are then discussed.

This paper reports on a study which explored the mentoring experiences of professionally unqualified practicing teachers enrolled in a part-time Post Graduate Certificate in Education (PGCE) programme at the University of KwaZulu-Natal. The study sought to understand the mentoring experiences these students received from their teacher mentors, who were also their colleagues. Data was collected through interviews towards the end of their programme. Drawing on the concept of teacher knowledge, findings indicate that some students experienced subject-specific mentoring, others received only feedback on generic pedagogic issues, and some received minimal mentoring. They reported content-specific and pedagogical mentoring as the most useful, indicating that this significantly assisted them in improving their teaching, even though they had been teaching for some time. It also emerged that some students received very limited mentoring, where mentors simply complied to fulfil university assessment requirements. The study suggests a need for more focused, comprehensive and ongoing mentor training for mentor teachers. The success of this would require collaboration between all stakeholders involved in departments of education and universities. This paper further suggests that university-school partnerships required strengthening, along with appropriate strategies put in place, towards ensuring mentoring effectiveness. Keywords : emerging economy; mentoring; PGCE; professionally unqualified practicing teachers; school-based learning; teacher knowledge