This multiple case study interrogates the pedagogical practice of queering LGBTQ-inclusive children's literature in 3rd-6th grade classrooms. Five teachers, representing both private and public schools, demonstrated their process of using LGBTQ-inclusive literature by participating in interviews, observations, and providing supporting documents.…

We examine the structure of implicit theories of creativity among Polish high schools teachers and the role those theories play for the accuracy of teachers' assessment of their students' creativity. Latent class analysis revealed the existence of four classes of teachers, whose perception of a creative student differed: two of these classes…

This paper describes a pre-service mathematics teachers' technological pedagogical content knowledge (TPACK) during her school experience. This study focuses on how the participant taught different views of three-dimensional objects in a private middle school. It is a descriptive case study in which the data was collected through semi-structured…

This article reports on the results of an exploratory phenomenological study of six Nebraska high school physics teachers and their perceived impact of participating in a collaborative scientific research program that provided training in experimental procedures and advanced, extracurricular physics topics, all building on fundamental high school…

"Periscope" is a set of lessons to support learning assistants, teaching assistants, and faculty in learning to notice and interpret classroom events the way an accomplished teacher does. "Periscope" lessons are centered on video episodes from a variety of best-practices university physics classrooms. By observing, discussing,…

This paper was originally presented at the 25th Biennial Conference of AAMT, 'Capital Maths', and published in the Conference Proceedings. The author discusses the development and beginning implementation of a detailed sequence of concepts, with the intention of supporting teachers to support students to understand place value.

This study focused on how science teachers' content knowledge influences their pedagogical content knowledge (PCK) with respect to the topic of cell division. The data were collected from 3 in-service teachers using interviews; observations; and teacher-provided documents, including written-answer exams. The participants' content knowledge was…

Teacher assessment has been recently considered as a minor issue in Education. Therefore, there is lacks teacher's competency assessment as the basis for the sustainability of teacher profession development. This study was on attempt to describe the model of teacher assessment which had been implemented in Indonesia and its challenges to encourage…

Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning outcomes and of teaching practices are changing Therefore…

Intuitive conceptions in mathematics guide the interpretation of mathematical concepts. We investigated if they bias teachers' conceptions of student arithmetic word problem solving strategies, which should be part of their pedagogical content knowledge (PCK). In individual interviews, teachers and non-teaching adults were asked to describe…

In this paper we probe prospective mathematics teachers' thinking as displayed in their solutions to a geometry content knowledge-based task. Geometry content knowledge is examined in terms of connections made by these prospective teachers between the geometric configurations and the geometric principles established through visualization and…

The majority of teacher preparation programs do not address neuroscience in their curricula. This is curious, as learning occurs in the brain in context and teachers fundamentally foster and facilitate learning. On the one hand, merging neuroscience knowledge into teacher training programs is fraught with challenges, such as reconciling how…

This article, designed for teachers and teacher educators, discusses three essential elements of pedagogical content knowledge that teachers need in order to teach games. First, teachers must know their content. This includes common content knowledge, such as techniques and game sense (i.e., using tactics, rules and communication to play the…

This research provides an analysis of disciplines and disciplinary differences regarding the pedagogical value and content of post-graduate teaching certificates in higher education. Findings and recommendations are based upon a survey (N = 450) of department heads and doctoral students at Canadian research-focused universities. Participants were…

Pedagogical content knowledge forms the core of teachers' professional knowledge; it refers to knowledge about making subject matter accessible to students. Thus, the formation of pedagogical content knowledge constitutes a crucial issue for educational research and practice. We investigated the contributions of content knowledge and pedagogical…