This randomized control trial evaluated the impact of a year-long professional development (PD) program on elementary teachers' CS content knowledge, self-efficacy, and CS implementation. It also investigated teachers' PD experiences and expectations. The findings suggest that treatment teachers' self-efficacy for teaching CS significantly…

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…

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…

In the past, visual arts education in Hong Kong was not considered an important area of early childhood education. While the Hong Kong kindergarten curriculum has recently been updated to encourage creativity, there remains a lack of adequate visual arts education for young children. This deficiency stems from the fact that the visual arts receive…

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…

This multiple case study dissertation aimed to examine one of the domains of pedagogical content knowledge, knowledge of content and students, between different types of elementary coaches and between coach and their respective collaborating teachers. It also investigated the impact a coaches' background experiences have on the dynamic between…

This study investigated how an intervention consisting of a series of physical science lessons embedded within the elementary science methods course impacted elementary preservice teachers' (N = 473) science content knowledge as evidenced in their scaled scores for the science content component of a standardized subject certification examinations…

Ben-Peretz's (1975) concept of intended curriculum describes a version of curriculum that 'official' curriculum developers create to provide a detailed guide to what teachers are required to teach in schools. While some curricula are intended to guide learning, others give a more definitive regulation of what must be taught. Either way, they are a…

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…

Sustaining changes in teachers' practices is a challenge that determines the success of curricular reforms, from which Digital Education (DE) is not exempt. As the literature on sustainability is considered "scarce" and "scattered", long-term studies modelling the factors impacting teachers' sustained uptake of DE pedagogical…

The purpose of this research was to explain why many people do not like mathematics and find it difficult because it is difficult to understand or because a teacher they had did not give the appropriate weight. The methodology used in this research was the quantitative method. The sample was collected through electronic questionnaires involving…

This study examined the experiences of elementary education teacher candidates in a servicelearning literacy methods course in which they were placed in two public school settings-- one urban elementary school and one urban laboratory school. This was teacher candidates initial field experience in elementary classrooms. Teacher candidates explored…

This mixed-methods explanatory sequential study of K-6 classroom teachers and education technology leaders (ETLs) examined their technological pedagogical content knowledge (TPACK) and awareness of New York State's Computer Science and Digital Fluency (NYS-CS/DF) Learning Standards. Combined, the findings provide guidance for a successful rollout…

Pedagogical Content Knowledge (PCK) is a fundamental component for effective teaching and plays a crucial role in teacher education. Even though pre-service teachers are engaged in training to improve their PCK, the literature reveals that most of their difficulties in practicum courses stem from their PCK. The purpose of this research is to…

This study presents the validation of a Technological Pedagogical Content Knowledge (TPACK) scale tailored explicitly for primary mathematics teachers in China. Recognizing the gap in context-specific TPACK assessment tools, the research aims to provide an instrument that aligns with the unique educational landscape of China. Utilizing established…