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Tobias Jansson; Håkan Löfgren – Scandinavian Journal of Educational Research, 2024
Internal and external factors influence teachers' daily assessment decisions. The purposes of teachers' assessments are crucial, as these purposes guide the assessment process. Still, little is known about teachers' assessment purposes. The aim of this study is to identify and describe the different purposes of assessments that Civics teachers…
Descriptors: Civics, Teacher Attitudes, Decision Making, Student Evaluation
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Isik Saliha Karal Eyüboglu – Journal of Theoretical Educational Science, 2024
To comprehend the perspectives of school and university mentors in evaluating practicum experiences based on educational reform, this study aimed to investigate the feedback, within the framework of pedagogical content knowledge, provided by two cooperating teachers and a university supervisor to preservice teachers. Observation and document were…
Descriptors: Feedback (Response), College Faculty, Preservice Teachers, Science Teachers
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Dorit Barchana-Lorand; Yehudith Weinberger – Policy Futures in Education, 2024
Universities and colleges around the globe struggle to find ways to improve students' academic writing skills. With the goal of tackling students' writing skills on an institutional level, we set out on a 6-year journey to seek ways of enhancing the teaching of academic writing on a wide selection of courses. Here we describe and analyze the…
Descriptors: Foreign Countries, Academic Language, Writing Skills, Intervention
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Zhengxing Zong; Weipeng Yang; Yixun Li – Discover Education, 2024
The present study explored how Chinese early childhood teachers' self-perceptions of their pedagogical content knowledge, beliefs, and attitudes towards Social-Emotional Learning (SEL) differ based on their backgrounds. Additionally, this research explored teachers' understanding of their knowledge, beliefs, and attitudes towards SEL. The study…
Descriptors: Social Emotional Learning, Preschool Teachers, Pedagogical Content Knowledge, Foreign Countries
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Carmen Durham – Journal of Teacher Education, 2024
Recent calls encourage teacher education programs to examine how they address equity within educational technology coursework. This study therefore conceptualizes equity specifically related to using digital tools with multilingual learners. Drawing on a technological pedagogical content knowledge (TPACK) framework informed by prior research on…
Descriptors: Equal Education, Bilingual Students, Preservice Teachers, Pedagogical Content Knowledge
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Pheneas Nkundabakura; Theophile Nsengimana; Eugenie Uwamariya; Pascasie Nyirahabimana; Jean Baptiste Nkurunziza; Concilie Mukamwambali; Jean Claude Dushimimana; Jane Batamuliza; Celine Byukusenge; Aloys Iyamuremye – Discover Education, 2024
This research aimed to determine the influence of Continuous Professional Development (CPD) training offered by Rwanda Quality Basic education for Capital Human Development Project (RQBEHCD) sub-component 1.2 on upper primary teachers' Pedagogical Content Knowledge (PCK) in mathematics and science, and elementary technology (SET) subjects. The…
Descriptors: Faculty Development, Pedagogical Content Knowledge, Foreign Countries, Elementary School Teachers
Marcy Marie Corley – ProQuest LLC, 2024
This sequential explanatory mixed methods study explores elementary mathematics teachers' perceptions regarding their mathematical self-efficacy, how teachers describe their perceptions about their prior mathematical learning experiences and their impact on their instructional practice in the elementary mathematics classroom. In support of this…
Descriptors: Elementary School Teachers, Mathematics Teachers, Mathematics Skills, Self Efficacy
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Jonas Weyers; Rudy Ligtvoet; Johannes König – Journal of Curriculum Studies, 2024
General pedagogical knowledge (GPK) is regarded as a central component of the competence that teachers acquire during university teacher education. However, existing research on GPK typically uses only one or two measurement points to assess development and identify influencing factors. The present study draws on an annual survey of pre-service…
Descriptors: Preschool Teachers, Pedagogical Content Knowledge, Preservice Teacher Education, Growth Models
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Florence Ligozat; Yoann Buyck – European Educational Research Journal, 2024
Since the 2000s, the Joint Action framework in Didactics (JAD) has been developed in the context of the expansion of the French-speaking research in Comparative didactics. Studies carried out with this framework typically investigate how knowledge content develop in teacher-student classroom interactions. From a quite different perspective,…
Descriptors: Educational Quality, Teacher Effectiveness, Pedagogical Content Knowledge, Science Instruction
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Fernanda Marques Santinha; Marcos Onofre; Maria Martins – International Journal for Lesson and Learning Studies, 2024
Purpose Researching on lesson studies in initial training of physical education (PE) teachers in Portugal, our group is especially interested in the potential of this methodology for developing the pedagogical content knowledge (PCK) of future PE teachers. The purpose of the present text is to synthesize the knowledge relating to this subject.…
Descriptors: Pedagogical Content Knowledge, Preservice Teachers, Physical Education Teachers, Communities of Practice
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Ernest Nkosingiphile Mazibe; Marissa Rollnick – International Journal of Science Education, 2024
Curriculum statements are crucial documents for guiding teaching and learning as they describe the content and skills to be acquired by learners. Textbooks translate curriculum statements into materials for use in schools. This study examines the educative nature of three physical sciences textbooks about electrostatics using the lens of…
Descriptors: Foreign Countries, Science Instruction, Physical Sciences, Pedagogical Content Knowledge
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Harisa Mardiana – SAGE Open, 2024
This research investigates the impact of lecturers' digital literacy skills on higher education institutions. It explores how technology integration influences teaching, learning, and research while proposing strategies to enhance educational outcomes. The central issue is how lecturers' digital literacy skills directly affect higher education…
Descriptors: Technological Literacy, College Faculty, Technology Integration, Educational Technology
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Eric Mensah; Georgina Attachie – Curriculum and Teaching, 2024
This article examined influences of academic and professional qualifications on the content knowledge, pedagogical knowledge and pedagogical content knowledge of lecturers. Research findings demonstrated no statistically significant influence of academic and professional qualifications on lecturers' PCK. Based on academic and professional…
Descriptors: Pedagogical Content Knowledge, College Faculty, Universities, Teacher Qualifications
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Gülsah Öz; Nese Cabaroglu – Reading Matrix: An International Online Journal, 2024
In today's multicultural and globalized world, diversity, as a necessary component of human existence, plays a critical role in society. Therefore, promoting equity and embracing diversity in the field of education is crucial to provide equal opportunities for all learners by respecting and accepting their identities. Paying attention to the…
Descriptors: English (Second Language), Language Teachers, Preservice Teacher Education, Social Justice
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Ali Rosyidi; Punaji Setyosari; Dedi Kuswandi; Henry Praherdhiono – Language Teaching Research Quarterly, 2024
This current study is designed to examine the structural correlation between EFL teachers' TPACK and their teaching effectiveness. A quantitative method was employed in this study, which involved 216 EFL teachers of primary schools with more than two-year teaching experiences in Gresik, East Java-Indonesia. A validated questionnaire was utilized…
Descriptors: English (Second Language), Language Teachers, Pedagogical Content Knowledge, Technological Literacy
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