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Teacher education curricula have been innovated in Pakistan. The curricula recommends constructivist practices for teacher educators. The current study examined the instructional practices of teacher educators in Khyber Pakhtunkhwa (KP), Pakistan. The overall objective of the study was to find out whether teacher educators (TE) used constructivist or traditional instructional practices in the Departments of Education (DoE) and Regional Institutes of Teacher Education (RITEs). Classroom observation protocol was developed for investigating the practices of 31 teachers, they were randomly selected from 211 teacher educators from 09 DoE in universities and 20 RITEs. Analysis of the data showed that teacher educators used most of the time traditional classroom practices, they did not use proper methods which could enable the prospective teachers to create knowledge, they transmitted knowledge, most of the teachers did not use constructivist practices and they did not have full cognizant of constructivist practices. Teachers did not come to the class well prepared for teaching for following constructivist practices. The study recommends training on constructivist practices, provision of a separate cadre of teacher educators in RITEs, and training on the use of information technology, and the provision of internet in teacher education institutes.

In response to widespread interest in 21st-century learning across the educational landscape, the authors explored the extent to which the concept possesses clear definition and coherent meaning within both research discourse and K–12 classroom practice in the United States, particularly with regard to conceptualizations and enactments of literacy. This research review offers descriptive data about the subject areas and grade levels in which 21st-century learning efforts are concentrated, analyzes the literacy frameworks employed to guide pedagogy, and describes instructional practices most frequently associated with the concept. Further, this research review explores the role of digital tools in the enactment of 21st-century learning, including how often teachers are leveraging the collaborative and interactive affordances of those tools. By leveraging a critical analytic framework, findings indicate a dearth of classroom-based research emphasizing democratic engagement and equity within 21st-century learning, as well as a hesitancy to use digital literacies to connect with wider publics. Analysis suggests a weakly defined understanding of what literacy learning in the 21st century means in classrooms today, which speaks to the need for a stronger focus on social futures.

In recent years, there has been a growing effort to deepen our understanding of the complexities and mechanisms involved in integrating technology into mathematics education. This pursuit has led to the emergence of various theoretical frameworks, among which the Structuring Features of Classroom Practice (SFCP) (Ruthven, 2009) stands out. This paper presents a thorough review of the SFCP framework and its fundamental components, with a particular emphasis on its utilisation in examining teachers’ domain-specific classroom practices involving digital technology. Drawing upon data from a recent multiple case study, this paper aims to illustrate the adoption and operationalisation of the SFCP in analysing how secondary mathematics teachers integrate dynamic digital tools into their practices as they teach the mathematical domain of geometric similarity. By contributing to the testing and refinement of the SFCP, this paper advances our comprehension of this innovative yet promising framework. Additionally, it provides a demonstration of its practical application and offers a critical reflection on its utility in exploring teachers’ everyday classroom practices involving technology for teaching specific mathematical concepts.

This study investigates English teachers’ beliefs and classroom practices regarding the teaching of creative thinking (CT) and explores the factors that hinder these practices. A mixed methods approach is adopted, drawing data from 63 middle school English teachers in China through questionnaires, semi-structured interviews, and classroom observation. The participants, with teaching experience ranging from three to 40 years, are recruited voluntarily from a teacher training program. Results indicate that the teachers overall assign importance to CT cultivation and creative pedagogy, and take steps to foster CT in English lessons. However, the participants are found to have an insufficient and biased understanding of CT and creative students. Additionally, instructional practices that hinder students’ CT development are also observed. This may be attributed to the teachers’ inadequate knowledge of CT and its cultivation, separated and conflicting beliefs about teaching English and CT, and a lack of support from the teaching community. This paper offers insights for English teachers, teacher educators, educational policymakers, and researchers interested in integrating CT cultivation into English education.

This study addressed tensions faced by teachers in balancing the types of writing valued in today’s schools, the needs of today’s writers beyond school, and the rich cultural and linguistic resources that students bring into today’s classrooms. Drawing from data generated in a larger study of teachers in an inquiry group and their related classroom practice, I focus on one fourth-grade teacher’s work to explore the following research question: How might teachers translate critical, humanizing pedagogies into their classroom writing instruction? New understandings illuminated in this article highlight how one teacher drew on purpose and audience, as (re)defined tools for writing, to recognize and value her students’capabilities and to support them as agentive designers of texts. To examine these possibilities for repositioning students and approaching writing instruction from a critical, humanizing perspective, I describe this teacher’s shift from beginning with genre to beginning with purpose and audience and draw attention to the teacher’s and students’ use of these tools for guiding their decision making across multiple writing situations in a school year. Implications from this study add to understandings of critical, humanizing pedagogies by specifically considering how these approaches might be translated into writing instruction across pre-K–12.

A critical role of mathematics teacher education is to equip teachers with understandings and ambitious practices that support effective mathematics teaching for students from diverse backgrounds, specifically connecting to children’s mathematical thinking (CMT) and children’s linguistic, cultural, and family funds of knowledge (CFoK). Drawing on data from a larger research project, TEACH Math, this longitudinal case study uses the lens of authority to examine one teacher’s, Sena’s, understandings and practices related to CMT and CFoK over a 4-year period, i.e., through mathematics methods, student teaching, and early career teaching. Findings identify changes made in understandings and practices related to CMT and CFoK, with a focus on the development of recognition and realization rules. Emphasis is placed on how authority was shared in the classroom and how this may have impacted one teacher’s development of two very different learning-to-teach trajectories for connecting to CMT and CFoK. Implications for teacher educators focused on supporting novice teachers in developing ambitious mathematics teaching practices are discussed.

Educators’ content knowledge is considered a key determinant of classroom practices and thus children’s learning. In this study, we examine the nature of associations between early childhood educators’ literacy content knowledge and their classroom emergent literacy practices. Specifically, we apply generalized additive modeling to consider three hypotheses regarding the functional form of these associations: (1) educators’ content knowledge must reach a threshold before demonstrating associations with practice, (2) educators’ knowledge is associated with practice until reaching a plateau, or (3) educators’ knowledge is linearly associated with practice. We measured educators’ (n = 437) content knowledge using an adaptation of the Moats (1994) knowledge survey, observed their classroom practices in the fall and spring of one academic year, and applied standardized coding schemes to code the latter with respect to the quality and quantity of emergent literacy practices. In general, results indicated positive, linear associations between educators’ knowledge and classroom practices. We discuss findings relative to prior work and conjectures concerning these associations as characterized by thresholds or plateaus. We also discuss implications for future research, preservice educator preparation, and inservice professional development.

The Incredible Years ® -Teacher Classroom Management (IY-TCM) program has demonstrated evidence of its effectiveness around the world. However, it is important to confirm this effectiveness when applied under challenging conditions and in an outermost region. A quasi-experimental design was used to analyze the effectiveness of the IY-TCM program on preschool teachers’ psychological factors (self-efficacy, stress, and burnout) and classroom practices, when delivered during the COVID-19 pandemic, across three different time points. Participation in the program did not statistically improve teachers’ psychological factors of the IY-TCM group compared to the control group. However, consistent with previous research, the IY-TCM group reported increased use and perceived usefulness of positive classroom management practices, as well as a greater use of IY strategies. These results support the program’s effectiveness, even when delivered in challenging conditions, which provides further evidence of its efficacy and usefulness. Furthermore, when used in regions where teachers have limited access to this type of training, it offers an opportunity to improve educational practices and enhance teacher-child-parent relationships.

The use of stenography writing has in the recent past been faced with challenges about how, where, and when it is appropriate to be used in the teaching and learning process. The main objective of the study is to determine whether stenography writing has any major impact on the writing ability of students and their academic performance. The study adopted a mixed method design, guided by survey questionnaires and WhatsApp focus group interviews. The study included 50 undergraduate students from 1 st to final-year who visited an academic writing Centre between 2017 and 2019 and were selected through cluster sampling. The presentation of findings is descriptive in nature and was analysed using SPSS and thematic analysis. Findings reveal that stenography writing can easily corrupt the writing ability of students, as well as result in the misconception and misinterpretation of ideas. On a positive note, however, it can facilitate the teaching and learning process by easing the flow of communication and subsequently enhancing student learning outcomes.

Teacher–student trust is associated with the social and emotional development of students, their school connectedness and engagement, and their academic achievement. However, few studies have examined how trust develops between teachers and students in ninth grade, a critical year in high school for students to start off on-track. Even less research has examined how teacher–student trust develops from the perspective of students to help identify specific teacher classroom practices that are effective at doing so, particularly at the start of the school year when students’ relationships and connections to high school are just beginning to take shape. Drawing on data from a longitudinal, qualitative study of ninth-grade teacher–student relationships in one neighborhood public high school in Chicago, this study highlights three critical classroom practices that appear particularly effective for helping to build trusting teacher–student relationships during the first 10 weeks of high school. Highlighting the perspectives and insights of ninth grade students, this analysis finds that (1) the priority that teachers place on specific classroom practices, and (2) the timing of when these practices are used by teachers, are both critical in establishing teacher–student trust—an essential ingredient in helping ninth grade students gain important social and school connections during their transition to high school. By highlighting the voices of ninth grade youth, this study provides valuable insights for educators aiming to use specific classroom-based practices that are essential for helping ninth grade students make valuable school connections and get on-track right from the start of the year.