In this study, it is aimed to examine the relationship between prospective teachers' occupational anxiety and technological pedagogical content knowledge. Correlational model was used in this study. The participants consisted of 481 prospective teachers studying at Sakarya University Faculty of Education in the spring term of 2018-2019 academic…

Research studies have found that mathematics teachers face challenges when designing technology-integrated lessons to support mathematical inquiry with authentic problems. This suggests that teachers need to develop technological pedagogical knowledge (TPACK) or their professional knowledge for technology integration. Drawing upon the concept of…

Beliefs are known to influence learning processes and thus become relevant in the instruction of pre-service mathematics teachers with regard to the pedagogical content knowledge taught in courses of mathematics didactics at university. In exploring beliefs about mathematics didactics of pre-service teachers training for secondary school, 50…

This study is based on a Delphi study on environmental literacy which is related to both teachers professional development and environmental science, technology, engineering, and mathematics ([superscript E+]STEM ) literacy. In the light of the expert opinions, the goal is to determine what teachers should do to develop their experiences and…

The Swiss teacher education and training system offers a practically and academically oriented path for aspiring commercial vocational education and training (VET) teachers. Although teachers' content knowledge (CK) and pedagogical content knowledge (PCK) are considered crucial for teaching quality and students' achievement, little is known about…

This causal comparative study examined differences between Modeling Instruction delivered through distance learning (DL) versus face-to-face (FTF) in terms of teachers' performance on professional development evaluation tools for content knowledge and self-efficacy. The theoretical foundation of this study included elements of professional…

Purpose: The purpose of this study was to examine the creative drama-based lesson plans prepared by the prospective Turkish language and literature teachers in terms of structuring elements. Research Method: The study was designed as a basic interpretive qualitative study. The data of the study were collected through the lesson plans prepared by…

This study compares three pre-collegiate teacher professional learning and development (PLD) integrated science, technology, engineering, and mathematics (STEM) experiences framed in astronomy. The study is set in the western United States (USA) and involves 60 pre-collegiate teachers (in the USA these are K-12 teachers) over the course of three…

The purpose of this study was to investigate pre-service teachers' knowledge of content and students vis-à-vis their ability to anticipate, identify and clear high school students' misconceptions about inverse and composite functions. To accomplish this goal a case study research design was used to examine one fourth year mathematics education…

Competency in technological pedagogical content knowledge is one of the fundamental standards to become a qualified teacher in 21st century. Teachers are expected to have TPACK with technology integration efficacies in their classroom. This research aims to explain the roles of TPACK and its components on behaviorist and constructivist…

To provide a holistic profile of the factors pertinent to teachers' knowledge in technology integration in teaching, the experiences of technology uses and the technological pedagogical content knowledge (TPACK) of Chinese preservice teachers (PSTs) were investigated. The researchers also studied what demographic backgrounds and technology use…

Newly qualified teachers (NQTs) not in all cases use the available technology in most constructive and effective ways to achieve better learning outcomes. This study explores how and why NQTs integrate technology during curriculum delivery. A qualitative method was used within an interpretive paradigm: six NQTs were observed and interviewed. The…

The aim of this paper was to explore teachers' perspectives on the importance of the computer as a tool for enhancement of effective teaching and learning. Current research indicates that the developed world is at vanguard in revealing most of this information much more than developing nations like South Africa. Taking cognizance of teachers'…

The aim of this study was to investigate differences in student teachers' and experienced teachers' professional vision in natural settings and to elicit clues of the relation of in-the-moment noticing and instruction quality of students' understanding of rational number concept. Rational number concept challenges both students and teachers…

Pedagogical content knowledge of science teachers includes knowledge of representational forms, such as visual displays. Past research has provided a general means to evaluate pictures, but is not fine-grained on features internal to pictures. Furthermore, many existing picture function typologies consider pictures as subservient to text, though…