Recent research has indicated global trends of decreasing teacher autonomy and increasing teacher accountability. Standardised national tests have been identified as one of many factors constraining teacher autonomy. Another trend influencing teachers' scope of action is the profiling and branding of schools that compete for students. This…

Due to the demand for high-quality teachers in the United States, especially in the areas of science, technology, engineering, and math (STEM), developing pedagogical content knowledge (PCK) in teachers early in their teacher education programs can be critical for their becoming effective in the classroom. Employing a multiple-case study design,…

Manifest in research, national policy, and instructional standards, the United States has a long-documented interest in teachers as 'content experts.' Yet, research offers limited empirical examinations of teachers' discipline-specific critical content knowledges--their curricular agility in noticing and disrupting power and oppression, and…

This article aimed to discuss the implementation of sexuality education in the preschool context in Malaysia based on preschool teachers' understanding. Past studies have reassured that teachers have played an important role in ensuring the success of early childhood sexuality education program. Numerous local and Asian studies have highlighted…

Background: To support a paradigm shift for 21st century learning, teacher design work is emphasized by conceptualizing teachers as designers. Despite the fact that teaching is increasingly referred to as a design science, both teacher educators and curriculum developers know little about how to enhance teacher design work in technology-enhanced…

To better suit the needs of all learners, music teacher educators must develop a mindset of culturally responsive practice in preservice educators. In this interest article, we present a conceptual model intended to promote theory, discussion, and practice relevant to culturally sustaining music education. The model builds on our prior empirical…

Innovative new technologies, such as augmented reality (AR), virtual reality (VR) and 3D printers, provide new affordances for education. While each of these technologies has been shown to positively impact learning, they have not yet been widely adopted in schools. With the interest in these technologies growing among educators, this study…

This paper offers insight into teachers' perspectives on the role of manipulatives in the mathematics classroom on either side of the primary to post-primary transition (sixth class teachers in Irish primary schools and first year mathematics teachers in post-primary schools) to examine if discontinuities exist around their usage. The transition…

The present study aimed to improve student teachers' technological pedagogical content knowledge (TPACK) and learning and teaching conceptions through technology supported UbD-based instructional design training. It employed an action research design that comprises quantitative and qualitative research processes. In the study, 215 student teachers…

This paper reports a qualitative study that investigates how five different video-based online prototypes impacted in-service music teachers' professional knowledge and their learning experiences. Through an examination of participants' posts and interviews, the findings showed that video-based professional development (PD) could impact teacher's…

College English teachers' pedagogical content knowledge (PCK) is subject to change in the transition from the teaching of General English (GE) to that of English for Academic Purposes (EAP). Underpinned by Grossman's four-dimensional model of PCK, this study aims to investigate the trajectory of PCK development among college English teachers…

Following the recent developments in information and communication technologies (ICT), educators cannot opt-out using technology in educational settings. Yet, research studies have indicated that teachers' lack of ICT knowledge is considered among the barriers for successful technology integration. Within this framework, this study aimed at…

A multiple case study was conducted to investigate how Lego robotics instruction incorporated into a middle grades mathematics methods course could inform pre-service teachers' (PSTs) TPACK through the lens of Social Constructivist Theory. The qualitative data analysis revealed that when instruction on Lego robotics technology is integrated into…

Science camps for teachers have been held in Chile for several years and are recognized as important opportunities for continuing education, but they have been largely ignored as instances for impactful reflection on teacher self-assessment and identity. This article presents the analysis of teacher experiences at a science camp held in southern…

In this article three stages of a holistic early field experience are presented. Before the early field experience, focuses of knowledge acquisition for both classes are highlighted. During the early field experience, the cycle of concrete experience, observation and reflection, and modification application is explained with the structure and…