The study reported in this paper was part of a larger study that explored pre-service teachers' perceptions of the effectiveness of a problem-based learning (PBL) teaching approach for developing their mathematics pedagogical content knowledge (PCK) and their ability to enact their PCK in a tertiary mathematics education subject. This paper…

This paper reports on a study that explored the subject and pedagogical content knowledge displayed by high school mathematics teachers in the Khomas education region in Namibia. The study was based on a quantitative approach using a survey design. A stratified random sampling method was used to select the participants in all the four school…

The purpose of this study is to examine the capability of chemistry teachers' scientific explanation on the subject of change of state related to daily life and their beliefs about scientific basis. The sample of this study constituted forty-six chemistry teachers working at different high schools in Gaziantep. The study was conducted following…

This study was carried out to examine the relationship between preschool teachers' mathematical pedagogical content knowledge (MPCK), their attitudes towards mathematics (ATM), and their attitudes towards mathematics teaching (ATMT). The research method was designed according to the relational survey model, one of the quantitative research…

Alongside new models for government-funded professional development, England's academisation policy has significantly changed access, provision and responsibilities for teacher learning. This article reviews this impact on professional learning in primary mathematics, pointing to increased variability for teachers in the development they…

Despite the growing popularity of corpus linguistics among researchers in recent decades, a corpus-based approach remains largely unknown to most teachers in primary and secondary schools. Drawing on Shulman's concept of pedagogical content knowledge, this study differentiated between two key terms -- corpus literacy and corpus-based language…

The primary objective of the research reported on here was to decide whether a combined framework of the theory of planned behaviour (TPB) and technological pedagogical and content knowledge (TPACK) could be a valid and reliable model to predict Indonesian pre-service science teachers' (PSTs') actual use of technology (AUT) during teaching…

In this research, it is aimed to analyze technological pedagogical content knowledge (TPACK) studies published in the field of primary school teachers and preservice primary school teachers by using thematic content analysis. In this research, 20 articles and 8 dissertations were analyzed by using thematic content analysis method. Each study was…

Previous studies from German-speaking areas of Europe could not prove any substantial development in the competences and the pedagogical content knowledge of prospective history teachers during teacher training, and thus could not empirically confirm the effectiveness of teacher education. We report on the theoretical framework and the results of…

To address a paucity of knowledge on a way to enhance pedagogical content knowledge of sustainability (PCKS), the authors of the study developed an ecocriticism course and investigated its impact on English pre-service teachers' PCKS. A mixed-method convergent research design was employed. Forty-seven pre-service English teachers at one of the…

Background: The professional knowledge of pre-service teachers is highly important for effective and successful teaching. In recent years, many research groups have been engaged in developing simulated classroom environments to capture especially the pedagogical knowledge (PK) of pre-service teachers, neglecting the content-related facets of…

Purpose: This study aims to investigate specific professional competencies of teachers to implement education for sustainable development (ESD) in the contexts of Vietnam. Design/methodology/approach: The authors carried out a Delphi study with eight ESD experts in Vietnam to collect their expertise viewpoints regarding teachers' ESD professional…

Science preservice teachers (PSTs), as successes of the school system, often mimic what they experienced as a student when they start teaching, which can be problematic if they never experienced science taught in contextualized ways. Since not all school students report that they find school science relevant, it is important to provide…

Elementary science education calls on teachers to facilitate student learning of the content of science while they engage in the work of scientists. Additionally, recent national and state standards incorporate the practices of engineering into science education throughout grades K-12. However, many practicing teachers receive little to no…

This study aimed to examine the effects of a physical education teacher education programme on (a) preservice teachers' (PSTs') specialised content knowledge (SCK), and (b) the game-play development of their students, during a student-centred Sport Education-Step Game Approach (SE-SGA) unit. Three PSTs selected by convenience sampling (22-24 years…