For contemporary teaching, teachers need good knowledge of pedagogy, content, subject methodology and assessment. Although subject didactics have become an independent research area with interdisciplinary dimensions, few studies focus on the teaching of subject didactics. With the aim of developing a theoretical model for the systematic treatment…

Content knowledge (CK), pedagogical content knowledge (PCK) and, assessment knowledge (AK) are fundamental types of teachers' knowledge. Second-career, pre-service chemistry teachers leave the industry and return to the Technion to study in the "Views" program to obtain a high school teaching certificate. Their background can potentially…

A STEM methods course was developed for undergraduate preservice teachers at the faculty of education. The course model design had three phases: 1) review of the STEM literature and conceptual considerations, 2) planning of the STEM methods course, and 3) evaluation by experts and revision based on their feedback. Research literature and other…

Empirical evidence supports the view that explicit teaching can make a positive difference to learning; however, further research is needed to understand the impact on learning to spell if spelling error analysis is used to inform explicit spelling instruction. This paper presents findings of an intervention study involving 572 students in Years 3…

Teachers' use of the target language for instruction in the context of foreign language teaching has been identified as a key factor for learning. However, it has also been observed that teachers do not use the target language for reasons such as lack of proficiency in the second language (L2), lack of pedagogical content knowledge or confidence…

We analyzed item responses provided by a nationwide sample of 990 in-service U.S. middle grades mathematics teachers to a novel survey focused on fraction arithmetic. The survey targeted four components of reasoning in terms of measured quantities: "Referent units," "Reversibility," "Partitioning and iterating," and…

The curriculum implementation literature has recently focused more on identifying and measuring the key components of the innovative curriculum needed to achieve desired outcomes. However, most of this work centers on curriculum implementation external to the field of teacher education. In this article, we report on our identification of the…

At the beginning of the COVID-19 pandemic in spring 2020, school and university learning were abruptly switched to distance learning, coming along with psychological strains and various learning lags on the part of the students. These problems come to a head when focusing on university teacher students, since an expectable competence lag on their…

Technological Pedagogical and Content Knowledge (TPACK) is a well-known framework in the field of educational technology. However, there is a dearth of studies that examine the impact of teachers' TPACK on the acceptance of Online Teacher Professional Development (OTPD). This study aimed to examine if TPACK affected secondary school mathematics…

The aim of this study is to examine prospective science teachers' (PSTs) mental models and meanings for the concept of chemical reaction. For this purpose, this study adopted a phenomenological research design including 48 PSTs. To determine the mental modeling about chemical reactions, PSTs were given an interview card showing the reaction…

Statistical modeling continues to gain prominence in the secondary curriculum, and recent recommendations to emphasize data science and computational thinking may soon position algorithmic models into the school curriculum. Many teachers' preparation for and experiences teaching statistical modeling have focused on probabilistic models.…

In March 2020, Ohio's schools were closed by order of the governor due to the COVID-19 crisis. Although the buildings remained closed until the end of the 2019-2020 school year, the learning did not cease as educators adjusted their practices and leveraged technology to continue teaching remotely. The pandemic impacted the 2020-2021 school year as…

The purpose of this study was to identify and characterize the pedagogical content knowledge (PCK) held by secondary mathematics preservice teachers. Task-based interviews were conducted to determine whether evidence of PCK exists in preservice teachers and, if so, what form that evidence took. Participants included preservice teachers near the…

The purpose of this quantitative study is to investigate the impact of technology training offered by teacher education programs on preservice teachers' TPACK development. Specifically, the study aims to investigate how the SQD strategies of: 1) teacher educators acting as role models, 2) learning technology by design, 3) collaborating with peers,…

National science proficiency scores in America have failed to show significant improvement for years (www.nationsreportcard.gov, 2019). Although policy reforms have come and gone in attempt to influence these trends, Disciplinary Literacy (DL) theory currently stands center-stage as one of the most recently espoused approaches to improving…