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Download full textBütüner, Suphi Önder – Journal of Education and Training Studies, 2018
This study describes secondary school mathematics teachers' use of history of mathematics in their classes and their knowledge levels in this field. The study population included a total of 58 secondary school mathematics teachers working at the secondary schools located in Yozgat city center, and the sample included 32 mathematics teachers from…
Descriptors: Secondary School Mathematics, Secondary School Teachers, Knowledge Level, Teacher Competency Testing
Direct linkHekkenberg, Ans; Lemmer, Miriam; Dekkers, Peter – African Journal of Research in Mathematics, Science and Technology Education, 2015
In an exploratory study, 36 South African physical science teachers' understanding of basic concepts concerning electric and magnetic fields was studied from a perspective of possible concept confusion. Concept confusion is said to occur when features of one concept are incorrectly attributed to a different concept, in the case of this study to…
Descriptors: Energy, Magnets, Misconceptions, Knowledge Base for Teaching
Owusu, Kofi Acheaw; Conner, Lindsey; Astall, Chris – Journal of Computers in Mathematics and Science Teaching, 2015
Technological pedagogical content knowledge (TPACK) is the knowledge required for effective technology integration in teaching. In this study, New Zealand high school science teachers' TPACK was assessed through an online survey. The data and its analysis revealed that New Zealand's high school science teachers in general had a high perception of…
Descriptors: Foreign Countries, Technological Literacy, Pedagogical Content Knowledge, Secondary School Teachers
Applebaum, Mark; Leikin, Roza – Canadian Journal of Science, Mathematics and Technology Education, 2014
This study is based on our belief that mathematics should be challenging in any classroom and that mathematical challenge is among the central factors that determine the quality of mathematics lessons. Choosing challenging mathematical problem for the students is central in teachers' work while their conception of mathematical challenge can…
Descriptors: Mathematics Teachers, Teacher Attitudes, Experienced Teachers, Definitions
Saeli, Mara; Perrenet, Jacob; Jochems, Wim M. G.; Zwaneveld, Bert – Informatics in Education, 2012
In this article we report about a study to assess Dutch teachers' Pedagogical Content Knowledge (PCK), with special focus on programming as a topic in secondary school Informatics education. For this research, we developed an online research instrument: the Online Teacher PCK Analyser (OTPA). The results show that Dutch teachers' PCK scores…
Descriptors: Programming, Pedagogical Content Knowledge, Secondary School Science, Secondary School Teachers
Liu, Mei-Hui; Kleinsasser, Robert C. – Language Learning & Technology, 2015
This article describes quantitative and qualitative data providing perspectives on how six English as a Foreign Language (EFL) vocational high school teachers perceived CALL knowledge and competencies in a yearlong technology-enriched professional development program. The teachers' developing technological pedagogical content knowledge (TPACK) and…
Descriptors: Inservice Teacher Education, Teacher Competencies, Teacher Competency Testing, Knowledge Level
Kiomrs, Razavipour; Abdolmehdi, Riazi; Rashidi, Naser – English Language Teaching, 2011
It is by now well established that teacher characteristics play a major role in the way high stakes tests impact education (Alderson and Hamp-Lyons, 1996). What remains an open question, however, is specifying the type of characteristics that have the potential to moderate the backwash effects of tests. This study was designed to isolate the…
Descriptors: Foreign Countries, Secondary School Teachers, Literacy, Case Studies
Annetta, Leonard A.; Dotger, Sharon – EURASIA Journal of Mathematics, Science & Technology Education, 2006
Training preservice teachers to develop a predisposition toward constructivist instruction is a major goal for many faculty in teacher education. One critical attribute of a constructivist teacher is a strong hold on pedagogical content knowledge. This study examined the prior knowledge of preservice science teachers and how that knowledge aligned…
Descriptors: Alignment (Education), Preservice Teachers, Pedagogical Content Knowledge, Constructivism (Learning)
