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Savas Varlik – Journal of Baltic Science Education, 2024
This study examines the role of epistemological beliefs in moderating the relationship between critical and creative thinking among science teachers. It aims to explore how advancements in understanding knowledge influence these cognitive skills. The primary focus is on the extent to which epistemological beliefs impact critical and creative…
Descriptors: Science Teachers, Science Instruction, Critical Thinking, Creative Thinking
Can-Kucuk, Dizem; Gencer, Sinem; Akkus, Huseyin – Chemistry Education Research and Practice, 2022
The purpose of this study was to develop pre-service chemistry teachers' pedagogical content knowledge (PCK) regarding atoms and the periodic table via mentoring. Two pre-service chemistry teachers with different levels of academic achievement participated in the study. The development of the participants' PCK was investigated in terms of the…
Descriptors: Mentors, Pedagogical Content Knowledge, Chemistry, Science Teachers
Vossen, T. E.; Henze, I.; De Vries, M. J.; Van Driel, J. H. – International Journal of Technology and Design Education, 2020
Research and design activities are becoming more important in Science, Technology, Engineering and Mathematics (STEM) and D&T (design and technology) education. Research and design are often taught separately from each other, while in professional STEM practices, many projects are neither 'research only' or 'design only'--they are both. In…
Descriptors: STEM Education, Communities of Practice, Knowledge Base for Teaching, Pedagogical Content Knowledge
Rains, Barbara – ProQuest LLC, 2018
Although research indicates that conditions for effective technology integration appear to be in place, teachers still face challenges in adapting their instruction to new technologies. As more technology is integrated, the added value for students will depend on how effectively a teacher integrates technology. Given that technology may not be…
Descriptors: Correlation, Information Technology, Technology Integration, Teacher Attitudes
Büssing, Alexander Georg; Menzel, Susanne; Schnieders, Maxime; Beckmann, Valerie; Basten, Melanie – Journal of Research in Special Educational Needs, 2019
As several countries have committed themselves to the promotion of inclusive school systems, teachers might feel overwhelmed by the additional competencies needed for inclusive teaching. Beyond an increase in specialised knowledge, these competencies include a coherent belief system to facilitate the adoption of inclusive practices. Currently,…
Descriptors: Teacher Attitudes, Preservice Teachers, Inclusion, Teacher Competencies
Talbot, Robert M., III – Research in Science Education, 2017
There is a clear need for valid and reliable instrumentation that measures teacher knowledge. However, the process of investigating and making a case for instrument validity is not a simple undertaking; rather, it is a complex endeavor. This paper presents the empirical case of one aspect of such an instrument validation effort. The particular…
Descriptors: Test Construction, Test Validity, Test Reliability, Teacher Education Programs
Ismail, Yilmaz – International Journal of Educational Administration and Policy Studies, 2017
This study reveals the transformation of prospective science teachers into knowledgeable individuals through classical, combination, and information theories. It distinguishes between knowledge and success, and between knowledge levels and success levels calculated each through three theories. The relation between the knowledge of prospective…
Descriptors: Correlation, Preservice Teachers, Science Teachers, Cognitive Ability
Swai, Saukwaeli E. – African Educational Research Journal, 2015
The emergence of the knowledge society age calls for innovative forms of teachers' professional development for improving student performance outcomes. Teachers' networks are the innovative forms of teachers' professional development. This survey study focused on assessing the effect of teacher networks on teachers' professional development and…
Descriptors: Foreign Countries, Faculty Development, Secondary School Teachers, Secondary School Students
Moon, Sungmin – ProQuest LLC, 2018
In this study, the effects of teacher education on preservice secondary science and mathematics teacher readiness (defined as an understanding of how to implement current standards, how to teach English learners, and the belief teachers have about their abilities and skills as educators) and teacher performance assessment (edTPA) scores were…
Descriptors: Outcomes of Education, Undergraduate Students, STEM Education, Preservice Teacher Education
Großschedl, Jörg; Harms, Ute; Kleickmann, Thilo; Glowinski, Ingrid – Journal of Science Teacher Education, 2015
What learning opportunities in higher education promote the development of content knowledge (CK), pedagogical content knowledge (PCK), and pedagogical knowledge (PK)? In order to investigate this question, a cross-sectional study with a total of 274 German preservice biology teachers (21.5% male, average age 22.8 years) was conducted in German…
Descriptors: Preservice Teachers, Biology, Pedagogical Content Knowledge, Teacher Education
Bergqvist, Anna; Chang Rundgren, Shu-Nu – Research in Science & Technological Education, 2017
Background: Textbooks are integral tools for teachers' lessons. Several researchers observed that school teachers rely heavily on textbooks as informational sources when planning lessons. Moreover, textbooks are an important resource for developing students' knowledge as they contain various representations that influence students' learning.…
Descriptors: Textbooks, Knowledge Base for Teaching, Chemistry, Scientific Concepts
Paulick, Isabell; Großschedl, Jörg; Harms, Ute; Möller, Jens – Journal of Teacher Education, 2016
We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Knowledge Base for Teaching, Teacher Education
Ngman-Wara, Ernest I. D. – Journal of Curriculum and Teaching, 2015
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…
Descriptors: Foreign Countries, Junior High Schools, Science Teachers, Science Instruction
Wang, Ya-Ling; Tsai, Chin-Chung; Wei, Shih-Hsuan – International Journal of Science Education, 2015
This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological--pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes)…
Descriptors: Science Teachers, Elementary School Teachers, Teacher Effectiveness, Self Efficacy
Donna, Joel D. – Journal of Pre-College Engineering Education Research, 2012
Engineering design activities can help educators to apply concepts and processes from within and across STEM domains. To facilitate these connections, there is a need for sustained, job-embedded, and collegial professional development that brings together teachers from across STEM domains to engage in design-based activities. These activities can…
Descriptors: Models, Faculty Development, STEM Education, Engineering Education
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