The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the…

The purpose of the study was to examine science teachers' knowledge structures on technology, who participated in a TPACK-based Professional Development (PD) program. The PD program was executed in the summer of 2015-2016 academic year with 24 science teachers. Data was collected with the Word Association Test (WAT). A holistic case study approach…

Ubiquitous computing scenarios such as the one-to-one model, in which every student is issued a device that is to be used across all subjects, have increased in popularity and have shown both positive and negative influences on education. Music teachers in schools that adopt one-to-one models may be inadequately equipped to integrate this kind of…

In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is…

Design-based learning (DBL) has been considered a useful approach in teacher education because of its emphasis on the investigation of technology integration problems in design processes. Despite recent interest in understanding how technological, pedagogical, and content knowledge (TPACK) translates to action, limited research exists on how TPACK…

This study presents a refined technological pedagogical content knowledge (also known as TPACK) based instructional design model, which was revised using findings from the implementation study of a prior model. The refined model was applied in a technology integration course with 38 preservice teachers. A case study approach was used in this…

Within Aotearoa/New Zealand primary schools, External Providers (EPs) have steadily increased their influence on physical education. The purpose of this study was to explore and interpret classroom teachers' perspectives of EPs in their primary school. The research team obtained questionnaire responses from 487 classroom teachers from 133…

In this study, the views of the Prospective Science Teacher (PST)s about the human eye were examined. The following data collection tools were used: the Word Association Test (WAT), open ended questions, drawing technique, two tiered question item and an interview about concepts. The data of the study whose sample consisted of 34 PSTs were…

While new teacher mentoring has traditionally focused on socio-emotional support and professional socialization, understanding mentors' role in developing novices' content teaching is needed given new educational reforms. Few researchers have explored a knowledge/practice base for content-focused mentoring. Therefore, we ask: what do content…

This paper focuses on a specific aspect of formative assessment, namely questioning. Given that computers have gained widespread use in learning and teaching, specific attention should be made when organizing formative assessment in computer learning environments (CLEs). A course including various workshops was designed to develop knowledge and…

This dissertation study describes the nature of the mathematical knowledge required to teach a unit on exponents at the secondary school level, and further explores the adequacy of extant theoretical models for characterizing that knowledge. Researchers agree that teacher content knowledge contributes to teaching quality, which in turn contributes…

The Teacher Education and Development Study in Mathematics (TEDS-M), conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA), was designed to inform policy and practice in mathematics teacher education. For educational policymakers, TEDS-M contributes data on institutional arrangements that…

We discuss the results of a study aimed at shedding light on the influence that the sharing of professional teaching experiences may have on teachers' professional learning. The focus is on the uses that participants make of their notes about their lesson planning experience in an in-service blended learning course, and the mediation strategies…