While knowledge, attitudes and beliefs as well as skills are integrated parts of Culturally Responsive Teaching (CRT) competency, few teacher education programmes have targeted the well-rounded CRT competency in all of these three aspects. Drawing on the conceptual framework of CRT competency and constructivist learning theory, the present study…

This study investigated the journey of four Thai pre-service chemistry teachers as they sought to develop their Pedagogical Content Knowledge (PCK) throughout a PCK-based chemistry methods course and field experience. In an interpretive case study approach we drew upon classroom observations, semi-structured interviews, chemistry content knowledge…

This study examined elementary teacher candidates' understanding of how history is "made" by historians and how texts are analyzed in the process of historical inquiry. Interviews with three elementary student teachers enrolled at a large southwestern state university indicated that they all had a markedly limited background in academic history.…

The use of constructivism and its various manifestations in education has been a topic of much interest in recent years. Inquiry into this theoretical framework has resulted in teacher educators' attempts to help their teacher candidates apply constructivist pedagogy in university classrooms, field experiences and student teaching at two US…

This study examined whether inclusion of cognitively guided instruction (CGI) in a mathematics methods course for 34 undergraduate preservice teachers at the University of North Carolina at Greensboro would improve their teaching performance, compared to controls. The Beliefs Survey, with four subscales (Role of the Learner, Relationship between…