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Mine Tanrisevdi; Jale Cakiroglu; Sedef Canbazoglu-Bilici – International Journal of Education in Mathematics, Science and Technology, 2025
This explanatory sequential mixed-method study aims to investigate science teachers' technological pedagogical content knowledge (TPACK) competencies and determines their TPACK indicators based on the TPACK-Deep framework. The participants were 136 science teachers (85 females and 51 males) from a small city where 232 science teachers work. Three…
Descriptors: Science Teachers, Pedagogical Content Knowledge, Technological Literacy, Teacher Competencies
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Daniel Brehmer; Andreas Ryve – Mathematics Teacher Education and Development, 2024
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…
Descriptors: Mathematics Teachers, Faculty Development, Program Effectiveness, Teacher Competencies
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Entan Saptani; Anin Rukmana; Tedi Supriyadi – Elementary School Forum (Mimbar Sekolah Dasar), 2024
One of the obstacles to teaching physical education in the 21st century is the necessity for teachers to integrate technology-based learning. The TPACK framework plays a crucial role in enhancing the quality of instruction in physical education. This study aims to map the TPACK competencies of physical education teachers. A cross-sectional survey…
Descriptors: Foreign Countries, Physical Education Teachers, Technological Literacy, Pedagogical Content Knowledge
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Al R. Sicat; Airalie Faith T. Manese; Andrei Francis T. Mendoza; Joan M. Sales; Jonathan N. San Juan; Karen S. Sarmiento; Josephine Luz D. Pineda; Dynah D. Soriano – Educational Research and Evaluation, 2025
Rapid changes and greater complexities bring new difficulties and place new expectations on our educational system. Teacher education programs must adapt to these changes and train pre-service teachers in various learning modalities. This study determined the readiness of pre-service teachers to teach online based on their technological…
Descriptors: Preservice Teachers, Technological Literacy, Pedagogical Content Knowledge, Readiness
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Getenet, Seyum Tekeher – International Journal of Education in Mathematics, Science and Technology, 2022
There is a consensus that numeracy is important for students to develop logical thinking and reasoning strategies in their everyday activities. As a result, teachers are encouraged to design numeracy rich tasks that incorporate real-life contexts across non-mathematics curriculum areas. However, it is not clear what types of knowledge teachers…
Descriptors: Numeracy, Interdisciplinary Approach, Knowledge Level, Pedagogical Content Knowledge
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Marifa, Huaru Alhassan; Abukari, Moses Abdullai; Samari, Jonathan Ayelsoma; Dorsah, Philip; Abudu, Fatao – Pedagogical Research, 2023
Pedagogical content knowledge, PCK, a concept in teacher education requires additional focus and attention by pre-tertiary teachers to improve teaching and learning and learners' performance. The study adopted PCK model developed by Magnusson et al. (1999) to investigate senior high school (SHS) chemistry teachers PCK in teaching the concept of…
Descriptors: Chemistry, Science Instruction, Science Teachers, Pedagogical Content Knowledge
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Yeshiwas Dereb; Tadesse Melessse; Solomon Melesse – Education 3-13, 2025
This study explored the status of primary and middle school physical education (PE) teachers' professional knowledge competence (PKC) in the Amhara Region, in Ethiopia. For this, a quantitative research approach was employed and data were collected from 382 randomly selected PE teachers and analysed quantitatively. Findings revealed that the…
Descriptors: Foreign Countries, Elementary School Teachers, Middle School Teachers, Physical Education Teachers
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Türker, Abdullah – International Education Studies, 2021
The number of teacher candidates is increasing as a result of the excessive quotas given to departments that train teacher candidates and the right to teach different branches with pedagogical formation certificates. Therefore it becomes compulsory to hold selection exams in teacher appointments. The exams carried out during this selection process…
Descriptors: Geography Instruction, Teacher Attitudes, Teacher Selection, Teacher Competencies
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Sandra Heine; Matthias Krepf; Daniela J. Jäger-Biela; Kristina Gerhard; Rebecca Stollenwerk; Johannes König – Education and Information Technologies, 2024
As digitalisation is becoming increasingly important in educational settings, teachers' key competencies -- in particular, their professional knowledge regarding the integration of information and communication technology (ICT) in the classroom -- warrant targeted development. Aside from their general pedagogical knowledge (GPK), teachers'…
Descriptors: Educational Technology, Technology Uses in Education, Pedagogical Content Knowledge, Technological Literacy
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Sun Yee Yip – Journal of Education for Teaching: International Research and Pedagogy, 2025
Teachers must draw upon their pedagogical content knowledge (PCK) to effectively teach their disciplinary content. While there are abundant studies on teachers' PCK, those focused on career-change teachers are limited. This study examines the PCK development of pre-service STEM career-change teachers, an increasingly prominent group of teachers…
Descriptors: Pedagogical Content Knowledge, Preservice Teachers, STEM Education, Career Change
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Anneli Hippinen Ahlgren – International Journal for Research on Extended Education, 2024
This study focuses on written educational plans in the school-age educare (SAEC) setting. The purpose of the study is to add to knowledge about planning in the SAEC setting. The study also focuses on how SAEC teachers' pedagogical content knowledge could be understood through written educational plans. The material in the study includes written…
Descriptors: Early Childhood Education, Elementary Secondary Education, Pedagogical Content Knowledge, Educational Strategies
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Boran Yu; William C. Smith; Yiming Cao – Asia Pacific Journal of Education, 2025
Propositional teacher knowledge is recognised as valuable in classroom teaching practice, yet little attention has been paid to it relative to practical knowledge. This mixed-methods study aimed to understand the relationship between teachers' propositional knowledge and their classroom teaching practice in the collaborative school context using…
Descriptors: Mathematics Teachers, Knowledge Base for Teaching, Pedagogical Content Knowledge, Knowledge Level
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Hashituky Telesphore Habiyaremye; Celestin Ntivuguruzwa; Philothere Ntawiha – Cogent Education, 2024
This dataset was collected for the fulfillment of the first author's PhD studies. It was collected in two phases. Preliminary data investigated the status of tutors' mathematical knowledge for teaching. A lesson planning intervention framed within the technological and pedagogical content knowledge framework was provided to an experimental group…
Descriptors: Foreign Countries, Mathematics Education, Knowledge Base for Teaching, Knowledge Level
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Markova, Zarina – Cambridge Journal of Education, 2021
This article addresses a perceived need for a more comprehensive model of teachers' self-efficacy beliefs, that is, teachers' beliefs about their personal abilities to perform specific tasks related to teaching and learning within specific teaching contexts. It starts with an analysis of current representations, and how they encourage further…
Descriptors: Self Efficacy, Teachers, Beliefs, Knowledge Level
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Tanya Custer – Online Learning, 2024
Online and blended teaching and learning (OBTL) are integral to the future and success of higher education, including health professions education. Institutions with a goal of developing high-quality online and blended programs must prioritize time and resources dedicated to professional development and training. This research study used an online…
Descriptors: Allied Health Occupations Education, Online Courses, Blended Learning, Faculty Development
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