Since it has become necessary for each individual to be statistically literate, statistical education research has taken teachers' competencies into its agenda. The knowledge needed to teach statistics differs from the knowledge needed to teach mathematics since statistics is different from mathematics. Teachers and researchers need to consider…

Background: What and how teachers learn through teaching without external guidance has long been of interest to researchers. Yet limited research has been conducted to investigate how learning through teaching occurs. The microgenetic approach (Siegler and Crowley, American Psychologist 46:606-620, 1991) has been useful in identifying the process…

The educational impact of Generative AI (GenAI) technologies, such as ChatGPT, has received significant attention. We use the TPACK framework to discuss the types of knowledge teachers require to effectively use GenAI tools. We highlight the qualities of GenAI that make it like other digital technologies (they are protean, opaque, and unstable) as…

This paper presents a competency-based curriculum redesign, whose pedagogical orientation is related to the development of a common training base for professional performance specialized in mathematics training and didactic-pedagogical training. The study contributes to the literature on quality assurance in Mathematics Education and provides…

Background: Pedagogical approaches to learning about LGBTQI+ themes and experiences remain a largely understudied topic in teacher education. This is partly due to anxieties around exploring these themes in nuanced and sensitive ways, with many teacher educators feeling ill-equipped to navigate the complexities of exploring so-called…

Purpose: The purpose of this study was to better understand Comprehensive School Physical Activity Program (CSPAP) curricular offerings related to physical activity leadership training competencies that occur within physical education teacher education programs across the United States. Methods: Physical education teacher education program…

The current study utilized a pre-and post-intervention design to assess pre-service teachers' self-efficacy, perceived content knowledge, and perceived pedagogical knowledge before and after a teaching practicum in the Pakistani context. The data were collected in two phases. In the pre-practicum phase, data were collected from 419 pre-service…

This article contributes to the discussion on research methods pedagogy by adding a technological dimension to Nind's use of Pedagogical Content Knowledge (PCK) in research methods education (RME). Within a Scholarship of Teaching and Learning approach, this research-inspired reflection is based on the literature, on the scholar's praxis and on…

Using pre-service teachers' (PSTs) technological, pedagogical, content knowledge (TPACK) survey responses, this study's cluster analysis identified five distinct learning profiles: Pedagogical Content Knowledge Specialists, Technological Forerunners, Pedagogically Minded, Balanced Integrators, and TPACK Lingerers. Instead of using a single…

Teachers' conceptions of geography play a key role in teacher identity. They also impact students' learning. This paper aims to describe teacher students' conceptions of geography and their sources. Our data comes from two online questionnaires. Participants came from Switzerland (n [subscript Q1] = 20, n[subscript Q3] = 98). In contrast to…

Previous investigations into first year calculus students' understandings of tangent lines have revealed common misconceptions arising either from students' prior experiences with the topic or from the treatment of the subject in the calculus classroom. This study seeks to examine in-service secondary mathematics teachers' conceptions of tangent…

Pedagogical content knowledge (PCK) consists of a set of understandings, knowledge, skills, and dispositions necessary for effective performance in specific teaching and learning situations. Using Scopus, EBSCO, and Web of Science databases, the study examines the progress of the PCK in science teacher education between 2011 and 2021. In total, 59…

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 research explores pre-service teachers' perceptions and experiences during their online practicum, using the Technological Pedagogical Content Knowledge (TPACK) framework. This qualitative study analyzed pre-service teachers' reflections on their online practicum. Initially, content analysis categorized their reflections based on TPACK…

This essay starts with the classical assertion of Niklas Luhmann that there exist no pedagogic technologies, but takes up parts of his conceptual understanding of technology to describe and understand mass schooling in the nineteenth century. It is argued that using his terminology and focusing on "technologies of schooling" brings into…