Background/purpose: This research aimed to study the basic information and needs for the development of an instructional model based on meaningful learning theory to improve lesson design ability for early childhood Pre-Service teachers, develop the model, and study the results of implementation. Materials/methods: The sample group consists of two…

In today's rapidly evolving educational landscape, physical education (PE) teachers face unique challenges as they integrate technology into their practice, while also maintaining the essence of PE and meeting changing student needs. This transition can lead to technostress, particularly when navigating the complexities of grading and reporting…

This study introduces and validates the Technological Pedagogical Content Knowledge--Integrated Experiential Performance Learning (TPACK-EPL) Model, designed to enhance learners' digital competency through a structured instructional design framework. The model integrates the TPACK framework with experiential and performance-based learning,…

Teachers' reflections on their practice are a powerful tool for measuring and supporting their professional knowledge. Pedagogical content knowledge is one of the most influential domains of teacher professional knowledge. This multiple-case study investigated the topic-specific pedagogical content knowledge (TSPCK) components that Zambian…

The paper seeks to identify how teacher expertise is implicitly and explicitly conceptualised in current English education policy in respect of the professional development of teachers. We focus specifically on conceptualisations of expertise in the Early Career Framework (ECF), both in terms of the policy documentation produced by the Department…

Background: National and international assessments show South Africa's underperformance in mathematics. As many learners already fall behind in the early grades, where foundational number sense should be established, addressing the challenges of number sense in the Foundation Phase (FP) is important. Research recognises the need to better develop…

Educating students to apply probability literacy and reasoning in out-of-school contexts requires the previous preparation of teachers, which should include the assessment of their mathematical and didactic knowledge. Consequently, we investigated three research questions concerning the probabilistic reasoning and literacy of 66 prospective…

Teacher shortages in STEM (Science, Technology, Engineering, and Mathematics) fields have long been a concern, yet contemporary challenges present a unique predicament. Despite historical recruitment successes, the persistence of this issue has led to temporary solutions that often fall short of addressing the root causes. Consequently, school…

Background: Inquiry-based instruction is a prominent teaching strategy in science education that is assumed to be an effective means to foster not only students' understanding of science content but also their procedural and epistemic knowledge concerning inquiry processes. Empirical studies have repeatedly shown that inquiry-related activities…

This is a mixed-methods case study aiming to understand teachers' self-efficacy beliefs for sustainability education in the context of climate change education. Therefore, we studied teachers' self-efficacy beliefs from their own perspective as well as the connection between self-efficacy and related concepts, perceived content knowledge (pCK) and…

In this article, I examine how teachers can enact 'powerful knowledge' (PK)--a curriculum principle proposed by Michael Young--by linking it with the scholarship of teacher professionalism (TP). Despite the significance of teachers' role in curriculum enactment, effort to understand this topic has been insufficient. I first indicate that…

This paper reports the findings of the university teachers' competencies on content, pedagogical, and technological knowledge based on TPACK model. Infomed by the cross-sectional research design, this research applied structural equation modeling and machine learning as the major statistical tools to analyse the data derived from self-administered…

This paper compares and contrasts two approaches that are widely used in the English- and German-speaking discourse on mathematics teacher knowledge: 'mathematical knowledge for teaching' and 'mathematics didactic knowledge'. It is proposed that these constructs are based on distinct theoretical and conceptual positions and origins. Mathematical…

Many district and school leaders have leveraged instructional leadership or social justice leadership to advance student achievement for minoritized students. While research has examined these approaches separately, we identify a potential gap at the nexus between instructional and social justice leadership. In particular, we find a need for…

This study aimed to formulate a course classification process for identifying and classifying courses in the curriculum for physical education teacher education (PETE). The study recruited five experts in physical education (PE), PETE, and pedagogy. The participants were professors at a college in the Northeastern United States. The five…