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Paulina Hamukonda; Kakoma Luneta – SAGE Open, 2023
Teachers' knowledge, beliefs, and attitudes contribute to the success of classroom instruction. Teaching approaches that are informed by teachers' good content knowledge of mathematics they teach are regarded as more effective and produce high learning outcomes. It is critical that teachers possess both content and pedagogical content knowledge as…
Descriptors: Foreign Countries, Grade 1, Elementary School Teachers, Number Concepts
Luan Shaw – Journal of Education for Teaching: International Research and Pedagogy, 2024
Conservatoires train musicians to high levels of proficiency in performance and other 'principal study' disciplines, but often, teaching is perceived as a second-class profession, and little is known about how music students learn to facilitate music making in others. Yet, conservatoires have a responsibility to contribute to the development of…
Descriptors: Teacher Education, Music Teachers, Music Education, Pedagogical Content Knowledge
Kelly Philbin – ProQuest LLC, 2021
The English Language Learner (ELL) population continues to steadily grow. While most research focuses on preservice or novice teachers' perceptions of their preparedness to instruct ELLs, there have been very limited studies focusing on veteran elementary teachers. The purpose of this qualitative multicase study was to explore veteran elementary…
Descriptors: Experienced Teachers, Elementary School Teachers, Self Efficacy, English Language Learners
Al-Badawi, Mohammed; Aljaafreh, Abdessalam; Al-Mawdieh, Reda S. – International Journal of Instruction, 2020
The current study investigates the degree of employment of listening skill in classroom situations by Arabic first grade teachers in Jordan from the perspective of their educational supervisors. The population of this study consists of 50 educational supervisors from all directorates of education in Jordan. The data of the present study was…
Descriptors: Foreign Countries, Elementary School Teachers, Grade 1, Teacher Supervision
Steyn, Gina; Adendorff, Stanley A. – South African Journal of Childhood Education, 2020
Background: Developing the questioning skills of Foundation Phase Education students when teaching mathematical problem-solving is often a neglected area of student curricula. Aim: This gap in mathematics programme is the focus of this study. Three main components were identified: presentation of mathematical problem-solving, the role of the…
Descriptors: Grade 1, Questioning Techniques, Problem Solving, Mathematics Instruction
Jordan, Rebecca Lee Payne; Bratsch-Hines, Mary – Literacy Research and Instruction, 2020
Teacher knowledge of reading is an important aspect of teacher quality, though limited research has investigated its associations with how classroom teachers report using instructional strategies to engage students in reading. Factor analysis of 28 instructional strategy items led to five self-reported instructional foci among 66 kindergarten and…
Descriptors: Kindergarten, Grade 1, Early Childhood Teachers, Knowledge Level
Motilal, Geeta B.; Fleisch, Brahm – South African Journal of Childhood Education, 2020
Background: South African-structured reading programmes have been implemented in schools in South Africa. The Early Grade Reading Study (EGRS) is an education triple cocktail programme, which attempts to improve home language reading in a number of schools. Aim: The objective of this research was to find out how the educators involved in the…
Descriptors: Foreign Countries, Reading Instruction, Knowledge Base for Teaching, Teaching Skills
Mistretta, Regina M. – Investigations in Mathematics Learning, 2020
The importance of practical learning environments for developing preservice teachers' (PSTs') dispositions and skills for teaching mathematics is underscored in a growing body of literature. Hence, teacher preparation programs often include methods courses embedded within K-12 schools. Utilized to a lesser extent; however, are campus-based…
Descriptors: Mathematics Instruction, Preservice Teacher Education, Preservice Teachers, Teaching Skills
Owen, Susanne; Wong, Debbie – Asia Pacific Journal of Education, 2021
After decades of conflict with Indonesia, Timor-Leste is gradually rebuilding its education infrastructure and reclaiming its identity as an independent country. In the first decade post-independence the education sector faced many challenges, including a lack of school buildings and resources, the need to replenish and upskill the Timorese…
Descriptors: Educational Change, Capacity Building, Faculty Development, Mentors
Cavazos, Linda; Linan-Thompson, Sylvia; Ortiz, Alba – Teacher Education and Special Education, 2018
This mixed methods descriptive study examined the effects of job-embedded professional development (JEPD) in reading on the content knowledge and instructional practice of teachers of English learners (ELs). Four first-grade teachers of ELs at one urban elementary school received JEPD over the course of a year. Results of pre- and posttests of…
Descriptors: Mixed Methods Research, Faculty Development, English Language Learners, Pedagogical Content Knowledge
Ivic, Sonja – Journal of Education and Practice, 2016
Each case of a child with Down syndrome is specific because it is directly related to the environment the child grows up in, develops, lives and learns. Although many conditions about Down syndrome tend to generalize the condition, particular characteristics are specific and depend on environment. In this respect, such issues must be approached as…
Descriptors: Communication Skills, Down Syndrome, Grade 1, Language Skills
Jill Treece Leonard – ProQuest LLC, 2015
The purpose of this qualitative case study was to explore the implementation of a Professional Learning Community (PLC) as a professional development model effective in altering teachers' perceptions of their knowledge and skill in teaching developmental writing in grades K-3. This research is necessary to examine how offering teachers…
Descriptors: Communities of Practice, Faculty Development, Teaching Methods, Models
Al Nassir, Mona N. – Research in Higher Education Journal, 2014
This study seeks to address the current literacy skills, practices, and dispositions of teachers who educate students with significant disabilities. It sought to address two questions including how do teachers who educate students with significant disabilities design and implement literacy instruction, and how do teachers who educate students with…
Descriptors: Case Studies, Literacy, Educational Practices, Teacher Attitudes
Zijlstra, Haytske; Wubbels, Theo; Brekelmans, Mieke; Koomen, Helma M. Y. – Elementary School Journal, 2013
This study analyzed children's generalized perceptions of teacher interpersonal behavior in terms of two dimensions, control and affiliation, referring to the degree of teacher leadership/ management and teacher friendliness friendliness/cooperation in the classroom, respectively. An adapted version of the Questionnaire on Teacher Interaction was…
Descriptors: Student Attitudes, Foreign Countries, Teacher Student Relationship, Correlation
Rosaen, Cheryl; Terpstra, Marjorie – Studying Teacher Education, 2012
New conceptions of literacies and the practices associated with them call for new approaches to preparing teachers to engage students in literacy as a situated social phenomenon. This article describes two teacher educators' engagement in collaborative self-study as we implemented "The New Literacies Project" to help pre-service teachers expand…
Descriptors: Student Teachers, Teacher Educators, Teaching Methods, Literacy
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