There is widespread agreement that student teachers need to construct an integrated knowledge base across multiple domains. This study examined the contributions of intraindividual factors of self-regulated learning to explaining student teachers' (a) integration of knowledge across topics and domains (i.e., integrative learning) and (b)…

The current study addresses the problem that Ghanaian practicum student teachers are not adequately prepared in their application of instructional strategies to teach the diversity of students with multiple disabilities. The purpose of the current study is to examine Ghanaian practicum students' self-efficacy in their instructional strategies for…

Using multiple representations and changing between them is at the heart of the mathematics classroom; unconnected changes can, however, be obstructive for students' learning. In order to support students' learning with multiple representations, teachers have to link observed situation aspects with relevant professional knowledge, a competence we…

The learning effect of advanced mathematics among Chinese college students in social science majors is affected by factors such as personal factors, teachers' affective support, teaching methods, and environment factors. The aim of this study was to explore the inter-relationships between these factors and learning effects on Advanced Mathematics.…

This study investigates student teachers' active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods' impact student teachers' professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they…

Teacher preparation programmes (TPPs) find many ways to shape the development of their teacher candidates while bridging the research to practice gap in university and school partnerships. Recently, accountability models built on high-stakes standardised student assessments (Value-Added Models [VAM]) have been mandated as a way to evaluate the…

The present study investigated to what extent Turkish preservice elementary teachers' orientations to teaching science could be explained by their epistemological beliefs, conceptions of learning, and approaches to learning science. The sample included 157 Turkish preservice elementary teachers. The four instruments used in the study were School…

This study analyzes the relationships between preservice teachers' technological pedagogical content knowledge (TPACK) and their self-efficacy beliefs in educational Internet use. Findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. Also, results from the…

This study explored the relationships among regulated learning, teaching presence and student engagement in blended learning. A two-level model was designed based on contextual factors (teaching presence) and individual factors (regulated learning), and experience sampling method was employed to collect intensive longitudinal data on 139…

Teachers need to be competent in integrating ICT into education to support teaching and learning process. This study aims to investigate both the pre-service and starting teachers' perceptions for ICT-related variables--perceived ICT competence, perceived competence in ICT integration, attitudes towards ICT, anxiety around ICT usage, external…

The COVID-19 pandemic necessitated the use of technology such as Moodle in course delivery to facilitate student engagement. This research explored how lecturers delivered courses through Moodle and how students perceived interaction with instructors, content, and peers via Moodle and the influence on student satisfaction. This mixed-method…

Using data from six urban school districts, we examine the relationship between the quality of interactions in the classroom (measured by the Classroom Assessment Scoring System [CLASS] framework) and the racial match or mismatch between teachers and the students in their classes. We find that White teachers have lower scores on the CLASS…

The purposes of the study were to investigate the relationship between factors and self-determination in learning mathematics of grade 8 students in Thailand and to study factors affecting self-determination in learning mathematics of grade 8 students. The participants were 500 students in an area called Bueng Kan province in Thailand. They were…

In the growing body of research on individual differences in second language (L2) acquisition, this study aims to explore the relationships among the emotions of foreign language enjoyment, anxiety, and willingness to communicate (WTC) among Korean secondary learners. A total of 111 participants completed a questionnaire with closed- and…

Mathematical self-concept refers to the perceived ability that one has in being able to do mathematics. While it has been shown to be a significant predictor for how students learn and apply mathematics, little research has been conducted into the relationship between the mathematical self-concept of teachers and their pedagogical practices in the…