Pre-service Mathematics Teachers' Professional Competency Development Through Analysis of Learning Obstacles

A Professional Experience Learning Community for Pre-service Secondary Mathematics Teachers

This paper reports the development and implementation of a collaborative professional experience learning community for a group of nine pre-service secondary mathematics teachers. The preservice teachers and their methods lecturer made 12 school visits over one academic year to a local secondary school. The pre-service teachers observed and co-taught problem-solving lessons in two Year 8 classe...

What teachers’ want: Identifying mathematics teachers’ professional learning needs

On the Iranian In-service and Pre-service Language Teachers’ Perceptions of Educational Supervision Concerning their Professional Development

Teacher supervision plays a pivotal role in the improvement of education system and the way in which teachers and student teachers perceive it. Consequently language teacher supervisors can utilize appropriate supervisory models to keep teachers update and promote them professionally. The present study investigated the role of language teacher supervisors in student teachers and in-service teac...

Collaborative Professional Development of Mentor Teachers and Pre-Service Teachers in Relation to Technology Integration

This study examines the collaborative professional development (CPD) of three pairs of mentor teachers and pre-service teachers in a junior high school. Of particular focus is the integration of technology into instruction, by using technological pedagogical and content knowledge (TPACK) to evaluate professional development. A qualitative research method based on classroom observations and focu...

Language Learning Materials Development for Teachers’ Professional Development

Coursebooks are normally written to contain information, instruction, exposure, and activities that learn- ers at a particular level need to enhance their communicative competence in the target language. Howev- er, many global course books make attempts to include content, topics, and texts that do not disadvantage any learner around the world. That is why global course books normally do ...