This study analyzes the mathematical knowledge to teach early algebra exhibited by pre-service early childhood education teachers, from the perspective of the Mathematical Knowledge for Teaching (MKT) model. The research adopts a mixed exploratory-descriptive methodological approach, based on the application of the MKT-early algebra questionnaire…

This study explored pre-service teachers' technological pedagogical content knowledge levels and their blended teaching readiness. In this context, the study employed the cross-sectional survey design, and the variables were analyzed descriptively and correlationally. The study was carried out with the participation of 477 pre-service teachers.…

This study aims to describe preservice mathematics teacher knowledge of higher order thinking skills in terms of definition, Bloom's taxonomy level, curriculum, learning, and evaluation. This research is quantitative research with a survey method. and sample consisted of 248 preservice mathematics teachers in semesters VI-VIII of the Department of…

Learning to read proficiently is an essential skill needed in both academics and life. Without this skill, one's opportunities are limited socioeconomically, socially, and throughout all daily life. However, there is growing concern that the methodology currently used in many school systems is not preparing children for the rigors of reading in…

The study investigates the knowledge profiles of elementary pre-service teachers (PST) concerning numbers and operations before their professional classroom practice. By validating an instrument through exploratory and confirmatory factor analyses, it identifies and categorizes the PST' performance into distinct profiles based on the mathematical…

Critical Literature Pedagogy (CLP) is a teaching and assessment approach that promotes reading against the text and critically examining biases, norms, and stereotypes in literature. As literature teachers have limited knowledge of the use of CLP as an educational approach to teaching and assessment of literature, this practical action research…

This paper employs Cultural Historical Activity Theory (CHAT) as an analytical heuristic in exploring the internationally prevalent situation of teaching out-of-field. Drawing on interview transcripts, we use CHAT to frame the activity of a young teacher teaching mathematics out-of-field in a small rural K-12 school in Australia. We identify and…

This study examined pre-service science teachers' pedagogical content knowledge (PCK) about seasons. The framework of this study was based on the Refined Consensus Model (RCM), and pre-service teachers' topic-specific PCK was also discussed in two dimensions: personal PCK (pPCK) and enacted PCK (ePCK), which are included in this model. The pPCK of…

This article presents various benefits of golf instruction and teaching resources for enhancing pre-service and in-service physical education teachers' common content knowledge for performing and teaching golf games and skills in physical education. Golf has become more popular since the pandemic due to golf courses being a safe space for social…

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,…

Active-learning instructors are more effective when they use pedagogical content knowledge (PCK) to anticipate, interpret, and respond to student thinking. PCK is topic-specific and includes knowledge of student thinking (e.g., common difficulties) and knowledge of instructional strategies (e.g., effective learning tasks). Currently, we know…

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 paper compares and contrasts two approaches that are widely used in the English- and German-speaking discourse on mathematics teacher knowledge: 'mathematical knowledge for teaching' and 'mathematics didactic knowledge'. It is proposed that these constructs are based on distinct theoretical and conceptual positions and origins. Mathematical…

This article examined influences of academic and professional qualifications on the content knowledge, pedagogical knowledge and pedagogical content knowledge of lecturers. Research findings demonstrated no statistically significant influence of academic and professional qualifications on lecturers' PCK. Based on academic and professional…

It is indicated that research on professional development programmes (PDPs) for mathematics teachers mostly concerns whether a programme affects the teachers' practice or student learning, while the teachers' learning is treated as a "black box." Calls have been made for a shared body of knowledge on teachers' professional learning and…