We report a characterization of the reflections made by high school mathematics teachers when discussing their resolutions of three numerical tasks related to the concept of function understood as a mathematical procept. Thematic analysis was used to code and categorize the reflections. Six teachers with at least 5 years of professional experience…

This paper reports a mapping of the astronomy content knowledge held by a sample of 171 Chilean in-service teachers, both from primary and secondary education, using a multiple-choice test. The responses were analysed by total achievement, and the proportion of alternative conceptions for each item was identified. Moreover, the test items were…

The purpose of this article is to provide recommendations as to how teacher content knowledge can be improved to enhance the efficacy of RT programs for secondary PE students. We offer four recommendations including 1) Embed RT for adolescents content knowledge within physical education teacher education (PETE) programs, 2) Professional…

This study critically examines the mathematics knowledge of pre-service post-primary mathematics teachers (N = 85) on commencing their Professional Master of Education (Level 9) initial teacher education (ITE) programme across four institutions in Ireland. Given the nature of a consecutive approach to mathematics teacher education, pre-service…

The aim of this study is to reveal experienced primary school teachers' pedagogical content knowledge (PCK), sub-components of PCK, and their possible interactions with science teaching. To this aim, a multiple holistic case study design was used. The research used a comprehensive PCK model consisting of 5 categories and 28 subcategories to…

This paper reports on a small-scale research project that aimed to examine the impact of assessment changes to a second-year course called Tuhura Nga Toi Ahuatanga: Exploring the Role of the Expressive Arts in Education. This 30-credit course is part of a Bachelor of Education (Early childhood teaching) at a pre-service education provider in…

The 'knowledge turn' in curriculum studies has proved highly influential in the past two decades. But what is meant by knowledge remains both unclear and subject to contestation, particularly in relation to English as a school subject. Two recent books address the knowledge question in very different ways.

The Mathematics Teacher Educators' Migration to Online Teaching in Response to COVID-19 survey was designed and then administered to mathematics teacher educators (MTEs) regarding experiences with migrating in-person instruction to emergency remote teaching (ERT). MTEs reported change in fostering opportunities for students to teach and to learn…

This study examined changes in Pre-service teachers' (PSTs) Technological Pedagogical Content Knowledge (TPACK) and self-perceived stage of adoption (SOA) of technology as PSTs progressed through an online summer educational technology course. The longitudinal study was guided by the following research questions: 1) How did PSTs' externally…

The rapid digital transformation and the widespread influence of the COVID-19 pandemic have impacted higher education in Vietnam. This social setting fosters online teaching and lecturers' online teaching competencies. The aim of this study is to investigate online teaching competence at two universities of technology and education in Vietnam…

The ethnic and cultural diversity of today's society calls for sustainable intercultural education in an inclusive environment. The inclusion of newcomer children in the Latvian education system has become a topical issue with the Russian invasion of Ukraine. The preschool period is the time when the foundation for future achievements is laid; in…

Purpose: The study aims to assess the implementation of an intervention program that combines nature-based solutions with an environmental citizenship pedagogical approach for pre-service teachers. The research questions revolve around the educational potentials and challenges of this intervention. To our knowledge, no previous studies resorted to…

Most research that has explored integrating the Technological Pedagogical Content Knowledge (TPACK) framework into teacher education programs primarily utilized context-unspecific self-report instruments. This mixed-methods study explored the efficacy of integrating four domains of the TPACK framework in an EFL course on the perception and…

Across nearly 20 years working as a secondary mathematics teacher, the author noticed two overarching goals that most teachers of mathematics consider to be important in their practice: (1) students knowing and understanding the content; and (2) students engaging with the learning and enjoying their time in class. However, in practice, attaining…

Productively integrating technology is a vitally important part of teachers' practice (Barlow, 2021; Bezuk et al., 2017; NCTM, 2018). To adequately prepare Prospective Mathematics Teachers (PMTs) for the demands of teaching professionally, we need to understand more about how teachers and PMTs learn to integrate technology into their classroom.…