This research aims to demonstrate that artificial intelligence (AI) can function not only as a tool for learning, but also as an intelligent agent with which humans can engage in collaborative learning (CL) to change epistemic practices in science classrooms. We adopted a design and development research approach, following the Analysis, Design,…

This research aimed to determine the influence of Continuous Professional Development (CPD) training offered by Rwanda Quality Basic education for Capital Human Development Project (RQBEHCD) sub-component 1.2 on upper primary teachers' Pedagogical Content Knowledge (PCK) in mathematics and science, and elementary technology (SET) subjects. The…

The intervention programmes have a direct influence on teachers' knowledge of teaching different topics. This paper focuses on how Grade 8 natural science teachers' knowledge developed during an intervention programme. Eight schools were selected to participate, and 25 Grade 8 Natural Sciences teachers from Gauteng province participated. Data were…

Successful implementation of formative assessment in classrooms relies on teachers' formative assessment literacy, which is typically supported by professional development programs. This study reports on the impact of a professional development program on a group of in-service primary teachers in Hong Kong. The authors investigated the…

Initiatives to ensure the continuity of training programs within the COVID-19 environment had been regarded emergent and discretionary particularly in laid-back settings. The training initiative to improve the professional practice of 35 public primary school teachers in Sumba, one of the remotest islands of Nusa Tenggara, Indonesia fitted this…

The evolution of Science, Technology, Engineering, and Mathematics (STEM) pedagogy into the public school system has been an initiative since the 1970s. This has failed timelessly because of the lack of professional development and framework for teaching this curriculum. Participants understood that STEM is an important concept for their students.…

Third sector organisations have been providing continuing professional development (CPD) for teachers in the UK in the field of global learning over decades. Given the patchy provision within initial teacher training, these organisations are the main source of support for teachers in helping their pupils engage with and respond to global issues.…

Teacher networks and communities have played an important role in teacher professional development. In such contexts, teachers often receive extensive feedback from peers as part of social learning. However, many teachers have difficulty identifying essential information from a large amount of peer feedback, which may impede self-reflection and…

The integration of technology into teaching and learning processes is highly relevant in today's educational landscape, as technology has become essential for facilitating student learning. However, in practice, technology has not been fully optimized to develop students' critical thinking skills. The TPACK framework, which guides teachers in…

Purpose: We investigated the effect of a content knowledge workshop on a teacher's content development in terms of selected task types, task adaptations, and in turn children's task performance during a six-lesson crawl swimming unit in elementary school. Methods: One physical education teacher taught two 6-lesson units of the front crawl before…

STEM (Science-Technology-Engineering-Mathematics) education has received great attention in recent years not only for promoting interest and learning in these areas but also for encouraging children and young people to pursue careers in them. This research explored the effects of a STEM program in developing the primary pre-service teachers'…

This study presents an in-depth analysis of the factors influencing the adoption and utilisation of Artificial Intelligence (AI) in primary mathematics education. Employing a quantitative research design, the study integrates the Technology Acceptance Model (TAM) and Technological Pedagogical and Content Knowledge (TPACK) with empirical data…

Effective teacher education is expected to ensure that future teachers acquire professional knowledge that is relevant for coping successfully with the requirements of their teaching practice. To strengthen evidence-based teacher education, we need to better understand which teacher education outcomes are predictive for high-quality instruction…

This qualitative case study investigates some views of teacher and educational leaders using the implementation and effectiveness of the e-learning platform in teaching in an elementary school setting. The research was conducted at Jimmy Sunshine Elementary School within the Mimi Rose School District in Southern Arizona. The study would dwell on…

This study examined preservice elementary mathematics teachers' technological pedagogical content knowledge (TPACK) development throughout their final year in the natural setting of a teacher preparation program. Data were collected from 38 preservice teachers via a TPACK self-assessment scale with seven subdomains at the beginning and end of the…