This paper examines the mathematical knowledge for teaching (MKT) in Indonesia, specifically in school geometry content. A translated and adapted version of the MKT measures developed by the Learning Mathematics for Teaching (LMT) project was administered to 210 Indonesian primary and junior high teachers. Psychometric analyses revealed that items related to classification of quadrilaterals were difficult for these teachers. Further interactions with teachers in a professional development setting confirmed that teachers held a set of exclusive definitions of quadrilaterals.

Investigar a forma como a Congregação da Escola Normal se legitimou no cenário político-educacional nos últimos anos do século XIX e nos primeiros anos do século XX é o objetivo de meu estudo. Surgida no Regulamento de criação da Escola Normal a Congregação, era composta pelos professores da instituição que ministravam aulas no curso de formação de professores para as escolas públicas primárias da cidade do Rio de Janeiro. Estes professores eram intelectuais de procedências diversas, com experiência educacional, que se reuniam em sessões, sob a presidência e convite do Diretor da Escola Normal. A legitimação da Congregação foi conquistada pelo Regulamento de 1880, outorgado pelo Governo Imperial e, face ao trabalho e experiência dos congregados à frente desta instituição durante todo um ano, foi-lhes conferido ainda mais poder político, pela elaboração de um novo Regulamento para a Escola Normal, criando-se, então, um grupo diferenciado formado no campo intelectual, pelo conhecimento da formação de professores primários. A Congregação foi extinta em 1888. (Re) conquistando a legitimidade foi criado o Regulamento de 1890, elaborado por Benjamin Constant Botelho de Magalhães, ex- congregado, ex- presidente da Congregação por cinco anos consecutivos e na República ocupando o cargo de Ministro da Instrução Pública, Correios e Telégrafos. Esta pesquisa foi instigada por alguns documentos, ainda não investigados, do Centro de Memória Institucional do Instituto Superior de Educação do Rio de Janeiro, que possibilitaram conhecer a ação política- educacional desses intelectuais da Congregação. Tais fontes, confrontadas com outras de várias instituições de guarda de memória, possibilitaram uma visão não só da ação dos congregados, como de sua rede de sociabilidade dentro e fora da Escola Normal, assim como sua procedência, as estratégias utilizadas como instrumento político e o papel de Benjamin Constant Botelho de Magalhães, líder mais antigo deste grupo. A intervenção política da Congregação, advinda do trabalho realizado na Escola Normal, possibilitou que criassem uma autoimagem de executores do processo civilizador em curso no final do Império e início da República. Os embates travados por este grupo mostram a defesa intransigente da legitimação e o uso de instrumentos próprios da intelectualidade para não perdê-la outra vez. / To investigate the way of how the Congregation of the Normal School has legitimated itself in the political and educational scenario in the last years of the 19th century and in the first years of the 20th century is the objective of my research. Born in the Regulation of 1880, the Congregation of the, at first design Normal School ated of The Court and after the republican regime, of The Federal District, was composed by the professors of the institution that administered classes in the course of teacher formation for public elementary schools of the city of Rio de Janeiro. These professors were intellectuals of diverse backgrounds, with educational experience, that would gather in meetings led by the director of the Normal School. The legitimation of the Congregation was at first granted by the Regulation of 1880, annexed to the Decree of creation, and was later conquered by the Regulation created by the Congregates in 1881, after the experience of one year working together. This research was instigated by a few documents, yet to be investigated, of the Centro de Memória Institucional of the Instituto Superior de Educação do Rio de Janeiro, which allowed me to know the political and educational action of these intellectuals that were part of the Congregation. Such sources, confronted with others from many other institutions of memory guarding, permitted a vision not only of the various actions of the Congregates, like their network of social contacts inside and outside of the Normal School, as well as their origin, the strategies utilized as political instrument and the role of Benjamin Constant Botelho de Magalhães, oldest leader of the group. The political intervention of the Congregation, fruit of the work achieved in the Normal School allowed the creation of a self image of the executors of the civilizing process in course in the end of the Empire and in the beginning of the Republic. The clashes faced by this group, that differentiated itself in the field of intellectuality through knowledge in teacher formation, shows the intransigent defense of the conquered legitimacy and the use of instruments of their own intellectuality so as not to lose it.

Investigar a forma como a Congregação da Escola Normal se legitimou no cenário político-educacional nos últimos anos do século XIX e nos primeiros anos do século XX é o objetivo de meu estudo. Surgida no Regulamento de criação da Escola Normal a Congregação, era composta pelos professores da instituição que ministravam aulas no curso de formação de professores para as escolas públicas primárias da cidade do Rio de Janeiro. Estes professores eram intelectuais de procedências diversas, com experiência educacional, que se reuniam em sessões, sob a presidência e convite do Diretor da Escola Normal. A legitimação da Congregação foi conquistada pelo Regulamento de 1880, outorgado pelo Governo Imperial e, face ao trabalho e experiência dos congregados à frente desta instituição durante todo um ano, foi-lhes conferido ainda mais poder político, pela elaboração de um novo Regulamento para a Escola Normal, criando-se, então, um grupo diferenciado formado no campo intelectual, pelo conhecimento da formação de professores primários. A Congregação foi extinta em 1888. (Re) conquistando a legitimidade foi criado o Regulamento de 1890, elaborado por Benjamin Constant Botelho de Magalhães, ex- congregado, ex- presidente da Congregação por cinco anos consecutivos e na República ocupando o cargo de Ministro da Instrução Pública, Correios e Telégrafos. Esta pesquisa foi instigada por alguns documentos, ainda não investigados, do Centro de Memória Institucional do Instituto Superior de Educação do Rio de Janeiro, que possibilitaram conhecer a ação política- educacional desses intelectuais da Congregação. Tais fontes, confrontadas com outras de várias instituições de guarda de memória, possibilitaram uma visão não só da ação dos congregados, como de sua rede de sociabilidade dentro e fora da Escola Normal, assim como sua procedência, as estratégias utilizadas como instrumento político e o papel de Benjamin Constant Botelho de Magalhães, líder mais antigo deste grupo. A intervenção política da Congregação, advinda do trabalho realizado na Escola Normal, possibilitou que criassem uma autoimagem de executores do processo civilizador em curso no final do Império e início da República. Os embates travados por este grupo mostram a defesa intransigente da legitimação e o uso de instrumentos próprios da intelectualidade para não perdê-la outra vez. / To investigate the way of how the Congregation of the Normal School has legitimated itself in the political and educational scenario in the last years of the 19th century and in the first years of the 20th century is the objective of my research. Born in the Regulation of 1880, the Congregation of the, at first design Normal School ated of The Court and after the republican regime, of The Federal District, was composed by the professors of the institution that administered classes in the course of teacher formation for public elementary schools of the city of Rio de Janeiro. These professors were intellectuals of diverse backgrounds, with educational experience, that would gather in meetings led by the director of the Normal School. The legitimation of the Congregation was at first granted by the Regulation of 1880, annexed to the Decree of creation, and was later conquered by the Regulation created by the Congregates in 1881, after the experience of one year working together. This research was instigated by a few documents, yet to be investigated, of the Centro de Memória Institucional of the Instituto Superior de Educação do Rio de Janeiro, which allowed me to know the political and educational action of these intellectuals that were part of the Congregation. Such sources, confronted with others from many other institutions of memory guarding, permitted a vision not only of the various actions of the Congregates, like their network of social contacts inside and outside of the Normal School, as well as their origin, the strategies utilized as political instrument and the role of Benjamin Constant Botelho de Magalhães, oldest leader of the group. The political intervention of the Congregation, fruit of the work achieved in the Normal School allowed the creation of a self image of the executors of the civilizing process in course in the end of the Empire and in the beginning of the Republic. The clashes faced by this group, that differentiated itself in the field of intellectuality through knowledge in teacher formation, shows the intransigent defense of the conquered legitimacy and the use of instruments of their own intellectuality so as not to lose it.

School-based professional learning communities (PLCs) have become an important means of “building capacity” among teachers in a wide variety of areas, including those with a subject focus. Very often, these PLCs are mandated by administration, and operate under an established structure. This paper describes an attempt by a mathematics coordinator and school level “lead’ teachers to establish relatively informal PLCs in mathematics in an effort to improve mathematics teaching, and thus student learning, in an environment that focused very much on literacy. The four PLCs created are discussed, as are the opportunities and the challenges that go with the relative freedom offered to the teachers. Sustainability is a central challenge to these groups.

This paper examines the mathematical knowledge for teaching (MKT) in Indonesia, specifically in school geometry content. A translated and adapted version of the MKT measures developed by the Learning Mathematics for Teaching (LMT) project was administered to 210 Indonesian primary and junior high teachers. Psychometric analyses revealed that items related to classification of quadrilaterals were difficult for these teachers. Further interactions with teachers in a professional development setting confirmed that teachers held a set of exclusive definitions of quadrilaterals.

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This study investigated the effectiveness of three in—service training models in humanizing teachers' attitudes toward children. Each model was analyzed separately and then compared with each of the others. The purposes of this study were to determine whether teachers, after participating in one of three in-service models, would experience positive changes in attitudes toward children and would maintain these changes for at least three months. The findings of this study support the conclusion that none of the three in-service programs, as conducted in this study, were effective in changing teachers' attitudes. Possibly the in-service programs lacked cohesiveness and continuity owing to the time intervals between the four sessions. Another possible explanation for the ineffectiveness of the programs is found in the relatively short duration of the programs.

The objective of this study was to assess the biomechanical and subjective measures of elementary school teachers while wearing active and/or passive wearable devices during the average workday. Five elementary school teachers wore a harness that held an Upright GO 2 posture tracking device and a Vicon Blue Trident sensor on the participant's upper back for two school days. Haptic feedback was on for one day and off for the other. Data from the Vicon wearable was analyzed to determine participants’ trunk flexion severity, frequency, and duration. Surveys were used to determine perceived exertion and perception of wearable technology. This study proved that teachers are undergoing severe trunk flexion throughout the day; however, there was not consistent improvement in trunk flexion when haptic feedback was applied. Results also indicated that perceived exertion levels of teachers did not always correlate to the frequency of trunk flexion measured through the wearable device.

The purpose of this case study was to identify what contributes to motivate elementary teachers to make progress in their profession through development work. A secondary purpose was to find out what aspects of motivation emerge when the theme of professional development were: teacher-student relationships and strategies for a peaceful education environment. Data was collected through mail surveys with open-ended questions and semi-structured interviews with teachers from preschool up to the 3rd grade. Based on a qualitative thematic analysis using self determination theory collected material was analyzed. The themes located were contextual learning, learning with colleagues and participation. Something to observe is the importance of contextual learning. The teachers emphasize their desire for professional development and that they want to take part in methods that are useful in their profession, they also want to discuss issues that concern their current daily work. It appears that teachers appreciate learning with colleagues, they want to meet, discuss, and exchange experiences. It turns out that development work is not characterized by co-determination. Content and participation are determined by the school´s management and the teachers express an increased support from their principals for the development work to further motivate them.   Conclusions: Those responsible for the teachers´ professional development do not make full use of what the research highlights as successful methods. There are reasonable conditions for eliciting all factors of intrinsic motivation in the self-determination theory and it has the potential to contribute to successful and sustainable professional development for teachers. The result of this study points to soft values such as work with good teacher-student relationships, strategies for a peaceful education environment and professional development where a sense of belonging through collegial learning.   A recommendation for further studies in the field could be focusing on successful methods for professional development and how they can be implemented in developmental work. / Syftet med denna fallstudie är att identifiera vad som bidrar till motivation, hos lärare i årskurs F-3, när de ämnar utveckla sin profession genom utvecklingsarbete med temat trygghet och studiero. Data samlades in genom mailenkäter med öppna frågor och semistrukturerade intervjuer med lärare från förskoleklass upp till årskurs 3. Baserat på en kvalitativ tematisk analys med självbestämmandeteorin som analytiskt ramverk analyserades insamlat material. Teman som lokaliserades var kontextuellt lärande, kollegialt lärande och delaktighet. Något att observera är vikten av kontextuellt lärande. Lärarna framhåller sin vilja till professionell utveckling och att de vill ta del av metoder som är användbara i deras yrke, de vill också diskutera frågor som rör deras nuvarande dagliga arbete. Lärarna värderar högt att lära sig tillsammans med kollegor, de vill träffas, diskutera och utbyta erfarenheter. Det visar sig emellertid att utvecklingsarbetet är präglat av lågt medbestämmande där innehåll och delaktighet bestäms av skolledningen. Lärarna uttrycker en önskan om ökat stöd från ledningen för att utvecklingsarbetet ytterligare ska motivera dem.   Slutsatser: De som ansvarar för lärarnas professionella utveckling använder sig inte fullt ut av vad forskningen lyfter fram som framgångsrika metoder. Det finns rimliga förutsättningar för att framkalla alla faktorer för inneboende motivation i självbestämmande teorin och det har potential att bidra till framgångsrik och hållbar professionell utveckling för lärare. Resultatet av studien pekar på värdet av mjuka värden som arbete med trygghet och studiero och professionell utveckling med en känsla av samhörighet genom kollegialt lärande.   En rekommendation för framtida forskning har fokus på hur framgångsrika metoder för professionell utveckling kan implementeras i utvecklingsarbete.

Every citizen has the right to be equipped with scientific literacy to understand and make informed decisions within the discipline of science. Educators can utilize core science teaching practices (CSTPs) to develop scientific literacy. In response, this study identified the CSTPs utilized by preservice elementary teachers (PSETs) to develop scientific literacy during their spring 2022 student teaching semester. Furthermore, this study identified contextual constructs that led to the utilization of the CSTPs to develop scientific literacy. The study used a qualitative exploratory case study using semi-structured interviews as the primary data. Surveys and artifacts were used as supporting secondary data. The identification of CSTPs and their contextual constructs were conducted using inductive content analysis. Afterward, the identified CSTPs and their contextual constructs were deconstructed, interpreted, and synthesized through the critical theoretical framework of disciplinary literacy. Relationships, time, school structure, and community were contextual constructs that enabled and disabled PSETs' utilization of CSTPs to develop scientific literacy. The contextual constructs are represented using the Framework to Develop Scientific Literacy (FDSL). The FDSL contain contextual constructs that enabled PSETs to utilize CSTPs through the sharing of power between the PSET and their cooperating teacher, school district, community, or teacher education programs. In contrast, contextual constructs that disabled PSETs include denying of power that negatively impacted the utilization of CSTPs to develop scientific literacy. The findings of the study call for teacher education programs to include contextual constructs as elements that impact PSETs' student teaching experiences to navigate power dynamics in authentic school settings. By identifying and using constructs as represented in the FDSL, teacher education programs can support PSETs' utilization of CSTPs to develop scientific literacy. In addition, this study calls for a reframing of power relationships between teacher education programs and their partnering school districts. By revealing the complex contextual nature of the PSETs' student teaching experiences, this study seeks to initiate discussion on how teacher education programs can support the practice of PSETs as they educate the next generation of scientifically literate citizens.