This study explored pre-service teachers' technological pedagogical content knowledge levels and their blended teaching readiness. In this context, the study employed the cross-sectional survey design, and the variables were analyzed descriptively and correlationally. The study was carried out with the participation of 477 pre-service teachers.…

This research aims to demonstrate that artificial intelligence (AI) can function not only as a tool for learning, but also as an intelligent agent with which humans can engage in collaborative learning (CL) to change epistemic practices in science classrooms. We adopted a design and development research approach, following the Analysis, Design,…

Research Findings: This mixed-methods study utilized the Technological Pedagogical Content Knowledge (TPACK) framework to examine surveys, reflections, focus groups, and lesson plans from 22 pre-service teachers (PSTs) participating in two technology-rich courses. Following the completion of these courses, the results indicated a notable…

This study examines a Technology, Pedagogy, Content Knowledge (TPACK) training framework for pre- and in-service mathematics teachers that enables them to experience inquiry-based learning as learners in a dynamic geometry environment that serves as a mathematics laboratory. We investigate the effect of this experience on the teachers' TPACK,…

Supporting learners in achieving high-level socially shared regulation of learning (SSRL) in the online collaborative learning (OCL) context presents challenges that the utilization of artificial intelligence (AI) technologies may help solve. However, the effective uses of AI to support multifaceted areas (cognition, metacognition, and motivation)…

In the ever-evolving AI-driven education, integrating AI technologies into teaching practices has become increasingly imperative for aspiring STEM educators. Yet, there remains a dearth of studies exploring pre-service STEM teachers' readiness to incorporate AI into their teaching practices. This study examined the factors influencing teachers'…

Technology is an effective learning tool. However, the existence of technology is an anxiety for teachers because it is difficult to follow. Therefore, this research intends to analyze teacher beliefs and teacher awareness of the role of technology, as well as the relationship between beliefs and teachers' pedagogical abilities regarding the use…

This study investigates information literacy among 307 prospective teachers at Masaryk University's Faculty of Education. Employing qualitative research and thematic analysis, the research identifies core competencies and challenges with information literacy in pedagogical practice. Key implications include integrating information literacy into…

Despite evident efforts made, limited digital pedagogical practice among pre-service teachers has been noticed. The study sought to investigate pre-service teachers' perceptions of their technological, pedagogical, content capabilities; validate the digital pedagogy readiness model; and establish the influence of technological, pedagogical and…

This dissertation explores technological affordances in blended learning, their influence on the flexibility of statistics and data science curricula, and students' satisfaction with learning. While blended learning is often perceived as a flexible learning approach, its correlation with flexibility lacks substantial evidence in existing…

The use of information and communication technologies (ICTs) for teaching and learning is widely acknowledged. However, there is limited research focusing on prospective teachers' (PTs) perceptions regarding its usage within specific subject areas, notably biology. This study is intended to explore PTs perceptions of using ICT in biology.…

This study explored the mediating role of mathematics anxiety in the relationship between TPACK competencies and mathematics teaching anxiety. This mediation role was tested through structural equation modeling using data from 426 pre-service mathematics teachers selected through criterion sampling. TPACK Competencies Scale, Mathematics Anxiety…

The main purpose of the current research was to explore the relationships between beliefs/knowledge and technology integration (TI) during teaching practice (i.e., placement or practicum) among Indonesian pre-service teachers. Five core variables of the theory of planned behavior or TPB (subjective norms, attitudes, perceived behavioral control,…

Online teaching caught in-service teachers off-guard with emergency distance education and sparked interest to teacher education programs. Purpose of this study is to explore self-efficacy beliefs of prospective teachers in teaching online (SETO) and to determine the relationship between pre-service teachers' importance of online teaching…

A literature review indicates that no research has been conducted to date to examine pre-service English as a foreign language (EFL) teachers' self-perceived technological pedagogical content knowledge (TPACK). Therefore, this study explores pre-service EFL teachers' (PSEFLTs) self-perceived TPACK, to understand whether it changes in line with…