In this paper, several issues regarding the epistemology of technological pedagogical content knowledge (TPCK) are first raised for the purpose of clarifying the construct. Specifically, the transformative and integrative views are juxtaposed for exploring the epistemology of TPCK, and, at the end, the transformative view is adopted concluding…

A crucial component of any education, dialogue is viewed by many social justice educators as their primary means towards rectifying social inequalities. Yet the extent to which the particular educational practices they recommend meet the needs or interests of their students who face systemic disadvantage remains unclear. This essay examines claims…

This article describes the impact of sustained professional development programs in two Jewish congregational schools. This research suggests that contrary to common assumptions, part-time teachers in Jewish congregational schools will invest time in professional development when it is of high quality, interactive and engaging and based at their…

The present article presents a rubric we developed for assessing the quality of scientific explanations by science graduate students. The rubric was developed from a qualitative analysis of science graduate students' abilities to explain their own research to an audience of non-scientists. Our intention is that use of the rubric to characterise…

This paper describes the analysis of teachers' journal reflections during an inquiry-based professional development program. As a part of their learning experience, participants reflected on what they learned and how they learned. Progress of subject matter and pedagogical content knowledge was assessed though surveys and pre- and posttests. We…

This paper presents two South African case studies designed to explore the influence of subject matter knowledge on pedagogical content knowledge (PCK). In the first case study on teaching the mole in two township schools, the findings illustrate that the participant teachers favoured procedural approaches at the expense of conceptual…

This paper documents the pedagogical content knowledge (PCK) of four university professors in General Chemistry for the topic "amount of substance"; a fundamental quantity of the International System of Units (SI). The research method involved the development of a Content Representation and the application of Mortimer's Conceptual…

The findings of an exploratory survey related to students' perceptions of factors, including accent and pronunciation, influencing their learning were presented. Data were collected from students through a self-administered questionnaire at one Southeastern University. A big majority (82.4%) of the respondents indicated that instructors'…

Currently, mathematics instruction in U.S. classrooms is far from achieving equity for African American students. Establishing an equitable classroom environment that results in student learning for African Americans requires specialized teacher knowledge, productive dispositions and beliefs, and effective teaching practices. The study reports on…

With this document, the Council of Chief State School Officers (CCSSO) offers for public dialogue and comment a set of model core teaching standards that outline what teachers should know and be able to do to help all students reach the goal of being college- and career-ready in today's world. These standards are an update of the 1992 Interstate…

This paper presents data about the successful use of the Mentored Innovation Model for professional development for a group of Hungarian teachers (n = 23, n = 20 in two iterations), which was employed in the CALIBRATE project in order to enhance their ICT skills and pedagogical competences needed for participation in a multicultural, multilingual…

This paper examines a core leadership strategy for transforming learning and teaching in distance education through flexible and blended learning. It focuses on a project centred on distributive leadership that involves collaboration, shared purpose, responsibility and recognition of leadership irrespective of role or position within an…

The purpose of this study was to conduct a survey of special education and general education teachers' mathematical skill and perception of competence. The participants (n=206) were current (n-32) or future (n=174) elementary (K-6) and middle level (4-8) general and special education teachers enrolled in two major state universities in the…

In 1989, the American Association of Colleges of Teacher Education (AACTE) published "The Knowledge Base for the Beginner Teacher". More than a decade later, teachers, teacher educators and scholars from across the country came together to revise and refine the curriculum in teacher education. This article focuses on the recommendations of the…

Technological pedagogical content knowledge (TPCK or TPACK)--the highly practical professional educational knowledge that enables and supports technology integration--is comprised of teachers' concurrent and interdependent knowledge of curriculum content, general pedagogy, and technological understanding. Teachers' planning--which expresses…