Classroom materials play a major role in teachers' professional lives and are a central component of the English as a Foreign Language (EFL) classroom. Teachers themselves have been found to create and adapt materials for a plethora of reasons, one of which is their own continuing professional development. This article aims to take stock of a…

Teachers everywhere are always faced with new challenges as they engage in their pedagogical praxis; it is not easy to cater for students' needs (whether special or not) and bring about new ideas to teach and arouse students' interest and desire to learn, especially when one's job does not end at the workplace and continues at home. These are but…

Writing in "Primary Science" 114, this author suggested that there was a perennial issue with initial teacher education (ITE) students and newly qualified teachers (NQTs) not engaging with the theory that underpins their practice. Having worked recently with primary and secondary NQTs in England, this concern proved true and raised…

This revised Early Learning Framework is the culmination of a collaborative process that included early childhood educators, primary teachers, academics, Indigenous organizations, Elders, government, and other professionals. The first Early Learning Framework published in 2008 changed the landscape of early years practice in British Columbia. It…

This study explored the use of reflective journals to help develop the autonomy and decision-making of in-service teachers of English as a foreign language in Turkey. It investigated how teachers gained autonomy and decision-making skills when they were given the opportunity to critically reflect on the classroom processes in their own contexts.…

The use of technology within the lifelong learning sector brings many benefits to learners, teachers and managers. Aimed at trainee and practising teachers, this book contains clear, practical guidance on how to use technology and e-learning effectively to enhance all aspects of teaching and learning in the post-compulsory sector. Alan Clarke…

This article draws on a recently completed study in which preservice teachers identify aspects of their initial teacher education that act as hindrances or aids to developing reflectivity. It articulates the concept that reflection must be seen not as something to be done or acquired but rather as a disposition or way of being. Also identified are…

In Wales, concerns about the perceived over-formalisation of young children's educational experiences led to the introduction of a Foundation Phase Framework for children aged three to seven years that advocates a more holistic, play-based approach. Following the staging of the Reggio Emilia travelling exhibition, funding was secured for a project…

In this article, we invite readers into a conversation about ways of being in teaching. Through e-mails, telephone calls, and face-to-face meetings, we use our first conversations with each other as shared moments that we returned to, seeking to better understand how we made meaning in our individual school teaching careers, and how we continue to…

The purpose of this study was to examine similarities and differences in concepts of reflection among American and Japanese pre-service teachers majoring in early childhood education. Pre-service teachers completed a survey asking them to describe approaches and processes of reflection in their daily practice. The quantitative and qualitative data…

This article reports findings from a multi-year study of teachers' conceptual change coincident with the development of instructional expertise among teachers involved in educational reform efforts in schools in Santiago, Chile. Conceptual change in teachers is important because recent research indicates that students of teachers who function at…

The aim of this guide is to stimulate professional reflection, dialogue and debate about learning. Education professionals in Scotland are already aware of the key issues relating to learning through the series "Curriculum for Excellence: Building the Curriculum," the recent publication "Learning Together: Opening Up Learning"…

Ideologies of education and of teaching are complex and layered, and they contain macro-social, institutional as well as micro-ideological levels. Building on cases from the UK and South Africa, this paper argues that notions of "professionalism" among teachers display such ideological layering, and that such notions are heavily invested…

This article focuses on the theoretical frame of action research and the teacher as researcher, working through a Norwegian Research Council-funded project in a school that explored learning strategies for pupils' subject and social development. Action research is here called research and development (R&D) work as the term envisages that…

Using reflective journals to promote learning has been a common practice in the teaching profession. How learners present reflections in what are judged to be high-quality reflective writing remains under-researched. This paper explores the discourse features of teaching practicum reflective reports written by six pre-service student teachers of…