A STEM methods course was developed for undergraduate preservice teachers at the faculty of education. The course model design had three phases: 1) review of the STEM literature and conceptual considerations, 2) planning of the STEM methods course, and 3) evaluation by experts and revision based on their feedback. Research literature and other…

This study investigated preservice elementary science teachers' TPACK development throughout a science teaching method course. The pretest-posttest control group was used in the study. At the end of the study, a self-reported TPACK measure was administered to the experimental (n=26) and control (n=23) groups. The experimental group learned about…

Purpose: This study aimed to explore how educational technology influenced a preparatory teacher education program using heteroglossic and global approaches. Design/Approach/Methods: The researchers drew upon the theoretical framework of multilingual digital storytelling (MDST), which emphasizes the intercultural awareness attributes of…

To transform the knowledge and skills they develop through teacher education programmes into successful instructional practices, preservice teachers should strongly believe in their capabilities. This qualitative case study, to fill a gap in the literature, provides a theoretically sound description of how a mathematics teaching methods course…

The history of Canada's educational offerings for Indigenous students was based in colonial and assimilative practice. As such culturally responsive pre-service teacher education needs to respond not only by moving away from historical practice but with a moral and social imperative through programming that aids reconciliation. Current literature…

As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience or with school employment. This course, Education…

The purpose of this study is to evaluate the change in the level of teachers' self-efficacy perception of primary school Social Studies pre-service teachers who take the special teaching methods class. Single group pretest-posttest model from pre-experimental patterns was applied in the research. The study group of the research consisted of 59…

This article reports a collaborative, participatory self-study designed to examine the practices and experiences of a teacher educator (Janice) and her students with the support of critical dialogue partners (Cynthia and Feda). We explore the tensions and possibilities that arise as a teacher educator attempts to foster both a pedagogy of care and…

The purpose of this article is to compare and contrast the elementary education programs at University of Macau and Indiana University Southeast. A comparison of the program structures looked at the program standards, credit hours, degree offered, completion requirements, and academic departments offering the courses. A comparison of the program…

Examined mathematical methods courses as part of pedagogical training provided to prospective Chinese elementary school teachers through the analysis of textbooks and courses given at two teacher education sites. Results show that knowing, understanding, and exploring the content and design of textbooks used in elementary classrooms were greatly…

A survey of social studies professors in Australian colleges and universities showed that curriculum materials analysis is not a major emphasis in elementary methods courses. (RM)

The construct of "situational interest" involves the identification of classroom factors that arouse student interest, but previous research has focussed on non-science domains such as reading or mathematics. The first aim of this study was to identify the sources of situational interest in a science content/methods course for primary teacher…

This paper is a progress report on an ongoing, longitudinal study of the preparation of preservice elementary teachers in science. The study builds on previous work and explores the experiences of an intake of preservice students in 1994. These students were required to take a core course in science content in their foundation and subsequently a…

Reports on a survey of 122 elementary art education methods instructors in the United States and Canada. Finds that methods courses focus on one of three general areas: (1) those that focus on art itself; (2) those that focus on pedagogical issues; or (3) those that focus on the non-art major preservice teacher. (CFR)

This study contributes to a growing body of research on the development of elementary teacher's content knowledge of mathematics. Individual clinical interviews were conducted with preservice elementary teachers (N=21) enrolled in a professional development course called "Foundations of Mathematics for Teachers." An instrument that…