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Direct linkAlemu, Mekbib; Kind, Vanessa; Basheh, Mesfin; Michael, Kassa; Atnafu, Mulugeta; Kind, Per; Rajab, Taha – Compare: A Journal of Comparative and International Education, 2021
This investigation of physics teacher education in Ethiopia reveals a significant gap between the physics knowledge of pre-service teachers (PSTs) attained during training and that of the intended curriculum setting out expectations for their knowledge. Data were obtained by a test probing PSTs' physics knowledge (attained curriculum); analysis of…
Descriptors: Foreign Countries, Barriers, Pedagogical Content Knowledge, Teacher Education Programs
Gao, Su; Wang, Jian; Zhong, Zhiyong – Compare: A Journal of Comparative and International Education, 2018
The Chinese government has implemented centralised science curriculum standards to change science teaching from a didactic to inquiry-based approach to support all students in acquiring science literacy. Framed through theoretical perspectives of inquiry-based instruction and cultural pedagogy, this study examined the influence and impact of these…
Descriptors: Science Instruction, Academic Achievement, Standards, Science Curriculum
Miyazaki, Takeshi – Compare: A Journal of Comparative and International Education, 2016
This paper reports on research into a continuing professional development (CPD) project, "Projet de Renforcement de l'Enseignement des Mathématiques, des Sciences et de la Technologie" (PREMST) [Strengthening Mathematics, Science, and Technologies in Education Project]. The literature review reveals few examples of CPD changing the…
Descriptors: Case Studies, Educational Change, Elementary School Teachers, Faculty Development
