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Ibrohim, Ibrohim; Purwaningsih, Endang; Munzil, Munzil; Hidayanto, Erry; Sudrajat, Ahmad Kamal; Saefi, Muhammad; Hassan, Zainudin bin – EURASIA Journal of Mathematics, Science and Technology Education, 2022
TPACK is a trending teacher expertise framework for teaching using digital technology. However, not many studies have revealed the relationship of the seven TPACK factors with demographic factors. This study aimed to determine the effect of gender, teaching experience, place of teaching, and level of education on the perception of TPACK for…
Descriptors: Foreign Countries, Science Teachers, Pedagogical Content Knowledge, Technological Literacy
Yengin Sarpkaya, Pinar; Altun, Burcu – Online Submission, 2021
Teacher education is an important component of the education system and aims to improve the teaching skills of prospective teachers. The teaching skills of pre-service teachers are closely related to their professional qualifications. The present study attempts to develop a valid, reliable, multidimensional measurement tool for assessing the…
Descriptors: Preservice Teachers, Preservice Teacher Education, Teacher Qualifications, Test Construction
Akcan, Sumru; Kirkgöz, Yasemin; Ersanli, Ceylan Yangin – Participatory Educational Research, 2023
This study investigates English teachers' socialization to the school environment, their behaviour in the classroom, and their attitudes towards their profession in the first few years after graduation. An explanatory research design was used with a mixed-method methodology. We administered a survey to 800 novice English language teachers in 16…
Descriptors: Language Teachers, Second Language Learning, Second Language Instruction, English (Second Language)
Brandt, Jan-Ole; Bürgener, Lina; Barth, Matthias; Redman, Aaron – International Journal of Sustainability in Higher Education, 2019
Purpose: This paper aims to provide a holistic approach to assessing student teachers' competence development in education for sustainable development (ESD). This is to provide evidence on which teaching and learning formats help to foster which aspects of ESD-specific professional action competence in teachers. The studied competencies consist of…
Descriptors: Teacher Competencies, Sustainable Development, Pedagogical Content Knowledge, Teacher Education Programs
Cherelle S. Young – ProQuest LLC, 2021
Technology is causing our world to change quickly. As a result, there has been a push to teach 21st century skills. This shift has caused school districts to increase expectations of teachers to use digital technologies to help student learning. To prepare teachers for the instructional shift, schools have increased opportunities for professional…
Descriptors: Virtual Classrooms, Communities of Practice, Educational Environment, Teacher Student Ratio
Björklund, Camilla; Barendregt, Wolmet – Scandinavian Journal of Educational Research, 2016
Revised guidelines for Swedish early childhood education that emphasize mathematics content and competencies in more detail than before raise the question of the status of pedagogical mathematical awareness among Swedish early childhood teachers. The purpose of this study is to give an overview of teachers' current pedagogical mathematical…
Descriptors: Foreign Countries, Early Childhood Education, Elementary School Teachers, Preschool Teachers
Texas Education Agency, 2016
The Texas Education Agency's (TEA) approved instrument for evaluating teachers, the Professional Development and Appraisal System (PDAS), was the primary instrument used by 86 percent of local education agencies (LEAs) in the state and has been in place since 1997. In acknowledging the vital roles teachers play in student achievement, and based on…
Descriptors: Teacher Evaluation, Teacher Effectiveness, Faculty Development, Feedback (Response)
Dudley-Marling, Curt; Abt-Perkins, Dawn; Sato, Kyoko; Selfe, Richard (Dickie) – English Education, 2006
This article reports the findings of a study examining the National Council of Teachers of English (NCTE) members' perceptions of what is required to become and to remain a highly-qualified teacher of the English language arts. An online survey was conducted to ten NCTE members: five teachers, and five university-based teacher educators. Findings…
Descriptors: Teacher Educators, Teacher Effectiveness, Pedagogical Content Knowledge, Language Arts