Teacher educator knowledge in curriculum development is situated in a space that is tacit and embodied. It is important to recognize that within the realm of teacher education (as opposed to K-12 classrooms), this knowledge is complex and draws upon nuanced personal practical expertise. When research is situated in self-study, it enables teacher…

Addressing student conceptions is crucial in science education. Therefore, teachers should be able to notice and interpret situations, in which student conceptions are part of the complex classroom interactions. This study analyzes the skills known as professional vision using an interpretivist research paradigm and a sociocultural perspective.…

Teachers should possess a robust knowledge of graph interpretation in a world that requires increasingly scientific citizens. This study aimed to investigate teachers' knowledge of interpreting a context-based line graph, by understanding the types of difficulties teachers have in interpreting such graphs. The study also sought to determine…

Background: China has great student participation in STEM education. Chinese society has a progressive and positive attitude towards STEM as it is considered to provide more opportunities in life. Teachers play a vital role in the success of any STEM program in K-12 schools. However, teachers are facing instructional challenges because of the…

Addressing the needs of students with dyslexia requires an in-depth knowledge of various components of a multi-dimensional approach to reading intervention, which is supported by an understanding of the structure of the language being taught. The current study explored the association between teacher knowledge of the English language and different…

The present study investigated knowledge, misconceptions, and lack of information about dyslexia among pre-service (PST) and in-service (IST) Spanish-speaking teachers in Spain and Peru. Two hundred and forty-six pre-service teachers and 267 in-service teachers completed the Knowledge and Beliefs about Developmental Dyslexia Scale (KBDDS).…

Current teaching standards and practices are dictated, at least in part, by state- and district-mandated standardized tests. Yet, despite being surrounded by data, teachers receive only basic trainings on how to use assessments. In reality, teachers use data and assessments daily--even minute by minute--through the assessment process, which uses…

The authors examined the characterization of mathematical knowledge of teachers using educative curriculum materials. In particular, they investigated knowledge of change and rate of change (in the context of algebra and functions) of 12 teachers with differing levels of experience. Participants used a same set of curriculum materials that embed…

This paper reports on the relationship between the subject matter knowledge of two underqualified teachers and their topic-specific pedagogical content knowledge (TSPCK) as they taught genetics at two community secondary schools in Malawi. The study was qualitative and used the multiple case study approach. The sample was purposefully chosen. Data…

The purpose of the study was to investigate Junior High School science teachers' knowledge about contextualised science instruction. The study employed descriptive survey design to collect data. A test, Test of Science Teacher Knowledge of Contextualised Science Instruction was developed and administered to collect data on teachers' knowledge of…

This dissertation is developed around two studies created with the goal of describing and quantifying current educators' knowledge and perceptions of reading assessment and subsequent data-based instructional decision making. Unique to the field, a critical component of this study is an emphasis on educators' development of "data…

The purpose of this study was to examine Turkish prospective primary teachers' self-efficacy beliefs and readiness for their future roles and responsibilities as inclusive classroom teachers. Therefore, this study aimed to investigate how these roles and responsibilities relate to future teaching practices. In addition, this study examined…

Professional development (PD) for early childhood educators has received increased attention as a means of bolstering young children's learning and development. Theory and research indicate that educators' characteristics play roles in both their own learning and that of children; however, little research has explored who participates in PD. This…

With conceptions of literacy growing beyond the traditional print medium, new understandings of multiliteracy practices and pedagogies are needed to better inform the preparation of secondary English teachers. This article presents the findings of a study examining five first year teachers' understandings of and experiences with multiliteracies.…

This mixed-methods study reports on the perspectives of 208 teacher candidates on teaching children with developmental disabilities and delays (DD) in inclusive classrooms from Kindergarten to Grade 6. The questionnaire included items on demographics, experience, knowledge, and feelings of competence, advocacy, and sense of efficacy. Open-ended…