In this article, we explore how collaboration between Foundation Phase teachers could address and support the teaching of Foundation Phase learners with visual impairments (VI). By actively involving teachers in the research process, teachers contributed to changes that promoted the inclusion and success of FP learners with VI. This qualitative…

Despite many claimed benefits, teacher collaboration remains patchy, under-theorised, and resisted. At the same time, new large teaching spaces offer teachers opportunities to teach in teams within and across school subjects to enhance teacher and student learning. In this paper we aim to contribute to theorising the nature and means of this form…

When first released in 2009, the Early Years Learning Framework (EYLF) recognised intentional teaching as one of its eight core practices (Department of Education, Employment and Workplace Relations (DEEWR) (2009). In 2022, the EYLF was revised to include a broader understanding of 'intentionality', encompassing both the educator and the child…

This paper investigates how East-West cross-cultural collaboration affects team research impact. A dataset of international collaboration articles of Chinese scholars was constructed, and then the cultural background of each researcher was traced with a surname and culture category matching process and a manual search process. Empirical analysis…

Classroom observations and teacher reports were used to investigate patterns of instructional support quality and the association with job satisfaction and collegial collaboration. Eighty-one Norwegian lower secondary schoolteachers participated in the study. Latent profile analysis (LPA) identified five profiles: confident (n = 21), low-quality…

Lesson study is a collaborative practice recognised as a useful approach for teachers' learning; however, we barely find studies analysing this practice among higher education faculty members. This research studies the content of their conversations to reveal the learning opportunities that lesson study opens. Content analysis shows that the…

The objective of this research is to conduct an operation within the project entitled "Collaborative Practices for Empowering Teachers' Capabilities for the 21st Century in Benjamitra Wittaya School," which is one of the research project series related to the 21st century education under the Doctoral Program in Educational…

Teachers' understanding and teaching of argumentation is gaining more attention in science education research. However, little is known about how science teachers engage in argumentation with teachers of different subject taking an interdisciplinary perspective that may inspire new pedagogical ideas or strategies. In particular, the positioning of…

In this article, we reflect on our experiences teaching and learning in a digital course for PhD students, Oxford-UNISA Decolonising Research Methodologies. The aim of the course was to 'gesture' beyond the coloniality of knowledge by thinking 'otherwise' about research methodologies. As a decolonial teaching praxis, gesturing embraces…

Purpose: This study aims to investigate the development of Mathematics teachers' attitudes towards technology integration through collaborative lesson design activities as part of professional development. Design/methodology/approach: The pre-and post-test for non-equivalent comparison groups quasi-experiment was adopted as the study design where…

This case study reports on the professional identity development of a group of beginning in-service teacher educators in Türkiye. The focus was on investigating how a group of in-service teacher educators' participation in professional communities and their collaboration with experienced educators and teachers affected their professional identity…

Despite the potential magnitude of the influence of teacher educators on school curriculum, Ball et al. (2011). Policy actors: Doing policy work in schools. "Discourse: Studies in the Cultural Politics of Education, 32"(4), 625-639. https://bibliotheek.ehb.be:2102/10.1080/01596306.2011.601565) argue that teacher educators are frequently excluded from…

This article presents a participatory action inquiry into the process and outcomes of professional learning for culturally nourishing pedagogies in Inuit schools. Culturally nourishing pedagogies are approaches to schooling that centre local knowledge, language, culture, and knowledge holders. Engaging all school staff, administrators, curriculum…

Amidst changing sociocultural and political climates, limited economic resources and shifting educational policies, classroom teachers continue to hold a significant responsibility in educating an increasingly diverse student population. Balancing the requirement to support student variability within perceived everchanging contexts can be…

Mathematics is a common component of many science and social science degrees, but frequently not considered a prerequisite for their study. This can lead to some students studying mathematics components at undergraduate level with little or no previous mathematical learning and varying levels of motivation, or desire, to study mathematics. This…