In this article, I draw on post-structural and feminist epistemologies to analyse interview data from two prospective teachers on a primary education degree. Specifically I use Foucauldian critical discourse analysis to discuss the competing discourses of the masculine mathematician and the feminine primary school teacher. The initial purpose of…

Professional development comes in many forms, some of which are deemed more useful than others. However, when groups of teachers are excluded, or exclude themselves, from professional development opportunities, then there is an issue of social justice. This article examines the experiences of a group of teachers from a Maori-medium school who…

This article focuses on the relationship between social justice, emotionality and mathematics teaching in the context of the education of prospective teachers of mathematics. A relational approach to social justice calls for giving attention to enacting socially just relationships in mathematics classrooms. Emotionality and social justice in…

This article centers on a professional development project with a group of high school mathematics teachers in Barcelona. The eight participating teachers taught in low-income schools with a high percentage of immigrant students. Our model of professional development is based on the involvement of the teachers as co-researchers of their local…

The universal emphasis in mathematics education on teaching and learning for understanding can require substantial paradigmatic shifts for many elementary school teachers. Consequently, a pressing goal of teacher preparation programs should be the facilitation of these changes during program experiences. This longitudinal, mixed methods study…

This article refers to a longitudinal case study of a primary school teacher over a period of 4 years. The focus is on the development of the teacher's beliefs regarding mathematics teaching and learning from the last year of her university studies up to the third year of teaching mathematics in school. This development has been investigated…

For more than 20 years, belief research has been based on the premise that teachers' beliefs may serve as an explanatory principle for classroom practice. This is a highly individual perspective on belief-practice relationships, one that does not seem to have been influenced by the increasingly social emphases in other parts of mathematics…

This article derives from a case study of 10 secondary school teaching assistants (TAs) who did not have conventional pre-qualifications in mathematics but who undertook an honours degree in mathematics education studies at a Higher Education Institution in England whilst continuing to work as TAs in school. Work-based learning was thus undertaken…

National shortages of math and science teachers have led to a variety of strategies and programs to attract second career professionals into teaching. This qualitative study explores the development of professional teaching identities in six STEM career changers in a post-baccalaureate pre-service teacher credential program in California. Findings…

Teaching for understanding requires teachers to organize thought-demanding activities which continually challenge students to apply and extend their prior knowledge. Research shows that student teachers often are unable to develop lessons in teaching for understanding. We explored how a domain-specific heuristic can assist student biology teachers…

The purpose of this descriptive study was to investigate inservice elementary and middle school teachers' conceptions of photosynthesis and respiration, basic concepts they are expected to teach. A forced-choice instrument assessing selected standards-based life science concepts with non-scientific conceptions embedded in distracter options was…

Science education doctoral programs often fail to address a critical piece--the explicit attention to the preparation of future science teacher educators. In this article, we argue that, in addition to developing skills and a knowledge base for research, doctoral students must be given the opportunity to observe, practice, and reflect on the…

This paper summarizes the findings from a K-6 professional development program that emphasized scientific inquiry and nature of science within the theme of scientific modeling. During the 2-week summer workshop and follow up school year workshops, the instruction modeled a 5-E learning cycle approach. Pre and posttesting measured teachers' views…

In an effort to provide Career and Technical Education (CTE) professionals with additional insight on how to better meet the educational needs of the learner, this study sought to identify the preference for learning of postsecondary automotive technology students. While it might appear logical to naturally classify auto-tech students as primarily…

This descriptive study examined the current status of technology education teacher practices with respect to engineering design. This article is the third article in a three-part series presenting the results of this study. The first article in the series titled "Examination of Engineering Design Curriculum Content" highlighted the research…