Describing and analyzing teaching practice has been a focus of researchers interested in the interaction and connections between teachers' content knowledge and their pedagogical knowledge. This study described the role of a teacher's mathematical content and pedagogical content knowledge in involving students in learning and solving Science,…

This study investigated the integration of ocean literacy in education. It explored the relationship between teachers' understanding of ocean literacy, participation in related activities, and inclination towards integrated learning. The research included two independent variables: teachers' understanding of ocean literacy and their involvement in…

This explanatory sequential mixed-method study aims to investigate science teachers' technological pedagogical content knowledge (TPACK) competencies and determines their TPACK indicators based on the TPACK-Deep framework. The participants were 136 science teachers (85 females and 51 males) from a small city where 232 science teachers work. Three…

Pedagogical content knowledge (PCK) has been widely recognised as an important aspect of the expertise for teaching. However, the extent to which teachers' own teaching practice can be a learning resource for them to develop PCK has not been systematically explored. This empirical study aimed to explore the unique contribution of the work of…

This study explored the status of primary and middle school physical education (PE) teachers' professional knowledge competence (PKC) in the Amhara Region, in Ethiopia. For this, a quantitative research approach was employed and data were collected from 382 randomly selected PE teachers and analysed quantitatively. Findings revealed that the…

This study explored eight middle school teachers' language about literacy implementation in their disciplinary classrooms. Interview data and supplemental artifact data were gathered from two previous studies focused on disciplinary literacy in middle school settings. This critical discourse analysis examined how teachers' language elucidated…

This study investigated in what ways and to what extent the interactions between the components of pedagogical content knowledge (PCK) differ for junior high school science teachers with different levels of content knowledge. Data were collected from three science teachers through semi-structured interviews and classroom observations. The…

This study investigated the impact of a year-long professional development (PD) program on mathematics teachers' knowledge, beliefs, and practice. The PD program of the study was designed to connect mathematics teachers' learning and teaching practice through integrating situated aspects of the teaching profession and teachers' reflections. Data…

The purpose of this study was to, first, examine the potential of lesson plans (LPs) of preservice science teachers (PSTs, N = 631) as a source for gathering rich data on their pedagogical content knowledge (PCK) and, second, qualitatively describe PSTs' reasons for the level of data richness in their LPs on PCK. PSTs' handwritten LPs were…

The purpose of this study was to examine (a) the effect of a differentiated professional learning program (PL) for teachers of multilingual learners of English (MLEs) and (b) the pathways of the teachers' empowerment and professional knowledge and skills on their MLEs' learning. This PL program contained three components: (a) five large-group PL…

This paper sought to explore the Knowledge of Algebra for Teaching and the algebra difficulties of In-field and Out-of-field Junior High School mathematics teachers using the expanded KAT framework. The study employed the descriptive survey design and involved the participation of 374 mathematics teachers using an achievement test instrument. The…

This research sought to examine the various types of social justice knowledge that 10 practicing teachers possessed and how this knowledge can be categorized and further nuanced. Drawing from the theoretical framework of social justice pedagogical and content knowledge, researchers inductively and deductively coded a corpus of interviews to…

Science, technology, engineering, and mathematics (STEM) is a transdisciplinary approach. It aims to bring 21st-century skills to students. It is important whether teachers, who have an important place in the development of students, have knowledge that will affect students' STEM teaching. This study aims to examine the basic knowledge level of…

Emotions come into play as teachers make decisions, act, and reflect on the different purposes, methods, and meanings of math teaching. In order to learn more about the emotions of mathematics teachers, this paper shows the emotions experienced by 81 Mexican teachers who teach mathematics in middle school and high school. Emotions are…

It is of great importance that science educators teach COVID-19 and related pandemics to boost students' scientific literacy. A mixed methods research design (pre-post test instrument [N = 86] and semi-structured interviews [N = 11]--August 2020 to June 2021) evaluated the ability of an intervention (12 h, three-session, 3-day, online workshop) to…