This study presents the results of a survey of 842 teacher educators at 541 different institutions across the 50 US states that examined the state and direction of technology integration preparation in accredited teacher education programs. Using both descriptive statistics and regression analysis the study provides a general description of the…

Numerous studies have focused on both intrinsic and extrinsic variables to explain teachers' technology integration into teaching. Summarizing such studies, an encompassing construct suggests that knowledge, confidence, beliefs, and culture affect teachers' technology use. However, few studies empirically verified this theoretical construct.…

The impetus of teacher preparation coursework is to provide pre-service teachers with the skills and experiences necessary to transfer what they learn into practice. Thus, it is imperative to examine the perceived self-efficacy of pre-service teachers' upon completion of coursework. While most pre-service teachers prove confident in their ability…

Translating Neuroscience to education involves providing accurate and simplified information about neuroscience to teachers. The aim of this research was to understand if providing translated abstracts from neuroscientific articles helped teachers understand content more thoroughly. Surveys, experimental manipulation, and focus group discussions…

An interdisciplinary and pluralistic approach to teaching and learning has been proposed as one solution to the lack of a consensus definition of sustainable development (SD). For teachers, such an approach requires an awareness of the interconnections among different dimensions of SD and their underlying value-based assumptions. In this article,…

This study proposed a new conceptualization of technological pedagogical content knowledge (TPACK) that focuses exclusively on the intersection of technology, pedagogy, and content specifically for selected dimensions of 21st century learning. In addition, teachers' design beliefs were investigated with the teachers' TPACK. Given the…

Despite the increasing number of inclusive STEM schools, little is known about the cultural dimensions that influence STEM curriculum and instruction within these schools. This paper describes research conducted at three inclusive STEM schools, one each at the elementary, middle, and high school level. We explored similarities and differences in…

Teacher-oriented journals provide many ideas for practical use of multimedia in physics teaching and learning. However, they are often written in their respective native languages. Moreover, having 24 official languages in the European Union is a huge barrier to the exchange of teaching and learning material. Knowledge about what is discussed in…

Existing frameworks of teachers' knowledge required to teach mathematics do not adequately capture the dynamic aspects of knowledge manifested in teaching practice. In this paper, we examine the knowledge demands that arise in situ, in the course of a teacher listening and responding to students' thinking, while teaching the topic of decimal…

Although self-regulation (SR) has been regarded as an important factor of teachers' learning and professional development, its relationship with teachers' knowledge for teaching (Technological, Pedagogical, and Content Knowledge, TPACK) remains unclear. The purpose of this study was to explore the interrelationship between Taiwanese secondary…

This article bridges the fields of instructional design and teacher education, presenting and modernizing the media influence debate and synthesizing it with the technological pedagogical and content knowledge (TPACK) framework. Five modern technologies are presented as media comparison studies, analyzed from both the medium-as-variable and…

Research in teacher education has given increasing attention to pedagogical content knowledge (PCK) as a theoretical construct that describes necessary knowledge for teachers to teach specific content. This research study aims to examine whether an understanding about the nature of science (NOS) correlates with orientation to teaching science…

After 25 years of being a Modern Foreign Languages (MFL) Lead, Maxine Roberts was asked to be the Science Coordinator at her school. Having no science background whatsoever, she laughed at the idea. Now that she has been the coordinator for awhile, she completely understands the value of having science and why it is essential for primary teachers…

Computer science education efforts are expanding across the globe to equip students with the necessary computing skills for today's digital world. However, preparing students to become literate in computing activities requires the training of tens of thousands of teachers in computer science. The discrepancy between student needs and teacher…

The purpose of this study is to examine how teachers' PCK is expressed in science teaching practice, both from a teacher's and a student's perspective. It is a qualitative study of three teachers' physics classroom lectures in grades 7 and 8. International research has highlighted the impact of teachers on students' achievement in general and in…