Section archive - Professional Development

The current paper investigates the effects of continuing professional development (CPD) on teachers' and pupils' experiences of learning and teaching science in primary classrooms. The data indicated differences in participating teachers' views of the purposes of CPD which were reflected in their ideal and real views of effective science teaching. As a result, reconciliation of ideal and real views of effective science teaching, identification of potential constraints and development of strategies for overcoming constraints in context are suggested as useful starting points for CPD.

In this article, the authors report partial findings of a qualitative interpretive study of female secondary school English language teachers’ perceptions of curriculum change in the United Arab Emirates. The participants were 16 female teachers in three secondary schools who had experience teaching the former and the current English language curricula. The authors recommend giving a voice to teachers in curriculum change by involving them in curriculum development processes to eliminate negative psychological effects such as marginalisation and powerlessness.

This paper attempts to unpack the complexity of teachers' professional knowledge construction in Assessment for Learning. The article presents a qualitative study of a school-based AfL Project which took place in a secondary school in Hong Kong.

The purpose of this study was to examine the teaching beliefs that post-baccalaureate students brought into a graduate level teacher certification program. Furthermore, the study explored the extent to which those beliefs persevered or changed during their first year of teaching.