Background: Research has indicated that young learners are capable of learning mathematics because they are born with an innate core of mathematics knowledge. Teachers of young learners are, therefore, expected to offer mathematical curriculum that exposes learners to a deep and explicit knowledge of high mathematics. Aim: The study aimed at Grade…

Self-efficacy is an important construct for CS teachers' professional development, because it can predict both teaching behaviors as well as student outcomes. Research has shown that teachers' self-efficacy can be as influential as their actual level of knowledge and abilities. However, there has been very limited research on CS teachers'…

The article aims to present an excerpt from the research that investigates knowledge to teach arithmetic in practical classes in teacher training courses. More precisely, we are looking for traces of prescriptions of practices at a knowledge systematization level that we seek to objectify in a set of articles from the journal "A Eschola…

The flipped approach has been widely adopted in higher education, yet its theoretical framework and use in teacher preparation courses have been limited. To address these gaps, this study examined the impact of the First Principles of Instruction when applied to designing face-to-face and flipped technology integration courses. Participants were…

Purpose: Global climate change (GCC) impacts agriculture through food production. Promoting the understanding about GCC among agricultural educators is imperative. While substantive research exists for the knowledge, conceptions, and beliefs of science teachers, few studies focus on agriculture educators. This research investigates the…

This study is an investigation of elementary preservice teachers' (PSTs') exploration of model breaking points in fractions. Eighty-three PSTs at two universities in the Midwestern and Southwestern regions of the USA were asked to explore the area model of fraction addition through a series of tasks and explain their reasoning in determining its…

This article focuses on the analytical competence of teachers, which can be defined as the ability to properly perceive and assess lessons in terms of the effectiveness of pupils' learning. However, learning opportunities for fostering this competence in teacher education can only be justified if the components of this construct are theoretically…

The aim of the research described in this paper was to identify qualitatively different profiles of teachers' general pedagogical knowledge (GPK) as a central component of their competence. We applied a mixed Rasch model to a sample of 462 mathematics and non-mathematics teachers who were tested using a short version of the TEDS-M test for GPK.…

Acknowledging prior knowledge on technology, pedagogy, and content of lecturers in this early stage of developmental research is assuming important as basic data for further steps in designing TPACK model-based instruction in teaching writing. Therefore, having investigation on TPACK literacy of the lecturers will complete the data needed in this…

Extending Shulman's work, this study investigated kindergarten teachers' pedagogical content knowledge in developing play-based learning. Data were collected from focus group interviews with 29 teachers, head teachers, and principals in Hong Kong. Findings suggested the development of play-based learning is contextual. Teachers believed that…

The abundance of questionable explanations is discussed and hypothetically related to common language, habitual teaching, ordinary popularization, rapid expression and audiences of varying levels. Two types of critical passivity in the face of a questionable text are recalled: 'expert anesthesia', which affects people who are very familiar with…

During the 2013-2014 school year, schools in the United States purchased over 23 million personal technology devices, such as iPads, to use for educational purposes (Herold, 2016). Research demonstrates that technology can be implemented without a sound curricular and pedagogical basis (Koehler & Mishra, 2009). Deploying the iPad as an…

The purpose of the study was to examine perceptions of preparedness among alternatively certified career and technology teachers and their supervisors. The study employed a qualitative phenomenology using semi-structured open-ended interview questions. Eight teacher participants and eight supervisor participants were interviewed from the sample…

While it is widely accepted that teacher quality is one of the most influential factors in predicting positive student outcomes such as academic success, identifying the key attributes and indicators of a quality teacher has been challenging. Due to mounting evidence that a teacher's pedagogical content knowledge (PCK) impacts both their practices…

This case study aimed to discover pre-service teacher perceptions of a technology integration micro-course called TPACK_ID at XY University (pseudonym). The theories guiding this study were TPACK and the learner-centered education paradigm. TPACK_ID provided effective foundations for pre-service teachers to integrate technology using…