The emergence of active learning classrooms (ALCs) on university campuses introduces a need for university teachers to have knowledge of the pedagogical use of physical space. We consider expanding two well-known frameworks for teacher knowledge. Pedagogical content knowledge (PCK) describes teacher knowledge about teaching discipline-specific…

This manuscript presents findings and implications from a multiple case study of how teacher candidates in secondary and middle childhood programs learn specialized knowledge, skills, and expertise from disciplinary experts in content courses and enact practices of disciplinary literacy in field placements. An expert-novice framework was employed…

Although widely touted as important, there is little evidence regarding the influence of teaching experience on elementary teachers' science subject matter knowledge (SMK). To better understand this phenomenon, we administered an assessment of science topics taught in the fifth and sixth grades to 169 preservice teachers, 231 fifth-grade teachers,…

The purpose of this study is to examine the effects of micro-teaching practices with the VuStat program on the techno-pedagogical content knowledge of mathematics teacher candidates. Participants of the study consisted of ten mathematics teacher candidates who continued to fourth grade. Teacher candidates were informed the features and use of the…

Recent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century education, in particular STEM education. However, such a repositioning of teaching as a design science challenges teachers to…

Teaching efficacy, teaching anxiety, and teaching knowledge are crucial factors in effective teaching. This study investigated the mediating role of mathematics teaching efficacy (MTE) in the relationship between pedagogical content knowledge (PCK) and mathematics teaching anxiety (MTA) for pre-service mathematics teachers. The participants were…

The Primary Teacher Education (PrimTEd) project was established in response to concerns about the pre-service preparation of primary teachers in South Africa. In order to inform the development of appropriate pre-service mathematics courses, an initial need in the PrimTEd project was to establish the nature of the mathematical knowledge of…

There are many potential educational goals for using digital technologies in health professional education programs. Previous studies have suggested that technology can be used in these settings to facilitate knowledge acquisition, improve clinical decision making, improve psychomotor skill coordination, and practice rare or critical scenarios.…

This conceptual paper explores the concept of technological pedagogical content knowledge (TPACK) in relation to the teaching of 21st century skills with a purpose of establishing a relationship between them. Due to the advancement and development of industrial revolution and technology, the education scenario also changes towards 21st century…

This paper concludes the Special Issue (SI) 'Probing the Amalgam: the relationship between science teachers' content, pedagogical and pedagogical content knowledge'. We review the five papers (Sorge et al; Gess-Newsome et al; Kind; Pitjeng-Mosabala and Rollnick; and Liepertz and Bronowski) by discussing evidence these present regarding the…

National Board Certification (NBC) is a voluntary yet advanced teaching credential that goes beyond the typical state licensure requirement (NEA, 2015). The purpose of this study is to determine the perspectives of teachers who have completed and achieved NBC, and specifically how it has impacted them as classroom teachers. Using data collected…

There is a clear call for pre-collegiate students in the United States to become literate in computer science (CS) concepts and practices through integrated, authentic experiences and instruction. Yet, a majority of in-service and pre-service pre-collegiate teachers (instructing children aged five to 18) lack the fundamental skills and…

Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires educators and teachers who possess the skills to…

In this correlational survey study, it was aimed to determine significant predictors of self-regulated learning skills of Computer Education and Instructional Technology (CEIT) students. The sample consisted of 458 CEIT students registered at some universities among the ADIM Universities Consortium in Turkey. As data collection tools, the…

This phenomenological study uncovered barriers early-career elementary teachers face when teaching inquiry-based science. During interviews, teachers shared a variety of challenges to the implementation of inquiry-based teaching. Inductive analysis revealed the shared barriers of time, curriculum, lack of administration support, pressure to focus…