Background: Effective teaching of university chemistry in an online environment not only requires teachers to have specific discipline content knowledge; it also requires them to have knowledge and skills in technology-enhanced teaching practices. When transitioning from traditional face-to-face teaching into online contexts, teachers must learn…

Within initial teacher education there is increasing pressure to enhance the use of assessment data to support students to improve their knowledge and skills, and to determine what standards they meet upon graduation. For such data to be useful, both programme designers and students require meaningful and comprehensive assessment reports on…

The study investigated preschool teachers' pedagogical content knowledge (PCK) in mathematics. The construct of PCK for teaching mathematics in preschool involves three components: (1) noticing mathematical situations in which children engage; (2) interpreting the nature of children's math activity; and (3) enhancing children's mathematical…

The present study explores secondary school history teachers' knowledge of inquiry methods. To do so, a process model, outlining five core cognitive processes of inquiry in the history classroom, was developed based on a review of the literature. This process model was then used to analyze think-aloud protocols of 20 teachers' reasoning during an…

This book is an edited volume addressing specific issues of significance for individuals involved with the undergraduate mathematics content preparation of prospective elementary teachers (PSTs). Teaching mathematics content courses to this group of students presents unique challenges. While some PSTs enter their teacher preparation with weak…

The aim of this study was to explore the professional development needs of lecturers at Kenyan universities. Specifically, the study investigated the challenges that lecturers and their learners face while in class. It also explored the professional development needs of the lecturers, preferred modes of delivery of the professional development…

This article takes the view that grammar is driven by user choices and is therefore complex and dynamic. This has implications for the teaching of grammar in language teacher education and how teachers' cognitions about grammar, and hence their own grammar teaching, might change. In this small, interpretative study, the participants--students on…

From the 1990s until 2017 the High Ability and Inquiry Research Group (HAIR) at McGill University in Montreal, received C$1.3M in research funds from Canadian, Quebec, and US agencies to support its research and graduate training in education and educational psychology. Their research encompassed two principal areas, Inquiry in Education and…

Within the UK, physical education finds itself, as a curriculum subject, in a contested space with felt pressures from competing discourses and policy areas. This paper contests that over time within this nexus, physical education has become disconnected in four specific ways: from the wider movement culture, from other curriculum subjects, within…

Against a background which recognises pedagogical content knowledge as the distinctive element of teacher competence/expertise, this theoretical essay argues for its central construct--that of transformation--to be understood by teachers and teacher educators in psychological terms (as was originally proposed by Dewey). Transformation requires…

Teacher-educators need ways of assessing the adequacy of university curriculum and the extent to which student-teachers meet learning objectives. One potentially useful tool is Anderson and Krathwohl's (Addison Wesley Longman, New York, 2001) theoretical framework, which can be applied to assess student-teachers' knowledge types and their…

As co-editors of this theme issue of this journal, the authors have accepted that knowledge systems and teacher education programs are deeply interconnected. Further, they claim that teacher education programs must incorporate in theory and practice the fact that knowledge systems are a determining factor in the effectiveness of a teacher…

Why is it so challenging to provide pre-service teachers with adequate competence to cope with the complexity of the classroom context? Three key difficulties are frequently reported as reducing the effectiveness of teacher education programs: the construction of an integrated body of knowledge about teaching, the application of theories to…

Analytical competency in classroom situations can be seen as a crucial aspect of teachers' professional competency. While case-based learning is considered to have great potential for teacher education, particularly with respect to the promotion of teachers' analytical skills, there have been very few attempts to investigate the effects of…

The plethora of data that confronts teachers on a daily basis requires that they know more than simply being able to calculate. It demands that they understand the context in which the mathematical ideas are embedded and what those ideas are telling them in relation to that context. Also, it necessitates that they are prepared to question how…