Teaching science to elementary school students is complex, and teacher preparation programs must support pre-service teachers' learning to communicate science content and practices with children. Science teachers bring the experiences they have as students to their teacher preparation, and these experiences may support or conflict with what they…

Learning analytics (LA) is an educational innovation that enhances teaching practices and facilitates student learning. However, the degree of LA adoption across schools remains limited, and teachers who adopt LA do not engage with it consistently. Based on the unified theory of acceptance and use of technology (UTAUT) as a framework, we conducted…

This study examines the pedagogical content knowledge (PCK) of Lithuanian mathematics teachers at different stages of their professional careers. The research sample comprised 134 participants ranging from novice teachers with no teaching experience to experienced educators, with the longest career spanning 45 years. The participants were divided…

This study examines a Technology, Pedagogy, Content Knowledge (TPACK) training framework for pre- and in-service mathematics teachers that enables them to experience inquiry-based learning as learners in a dynamic geometry environment that serves as a mathematics laboratory. We investigate the effect of this experience on the teachers' TPACK,…

This study investigated the impacts of a design-based professional development (DBPD) training program on English language teacher educators' (ELTEs') integration of Google Apps into course instruction at Jimma College of Teacher Education, Ethiopia. Using a mixed-method case study design, the study examined ELTEs' pre-training digital literacy…

Nature-based early childhood education programs and nature-based learning initiatives have deep roots in historically documented European nature education and the American Nature Study Movement. Education experiences in nature are designed to capitalize on the curiosity and natural explorational tendencies of young children to support quality and…

Supporting learners in achieving high-level socially shared regulation of learning (SSRL) in the online collaborative learning (OCL) context presents challenges that the utilization of artificial intelligence (AI) technologies may help solve. However, the effective uses of AI to support multifaceted areas (cognition, metacognition, and motivation)…

Mathematics pre-service teachers (PSTs) engage in teaching practice under the guidance of mentor teachers during teaching practice. This qualitative study explores mentor teachers' perceptions of mathematics PSTs' preparedness to teach mathematics in primary schools. An interpretive paradigm was adopted, while a case study was employed as the…

The initial teacher education courses for Mathematics aim to promote an adequate education in mathematics and mathematics didactics. Equally or even more important than this education is understanding how the preservice teacher should build new knowledge from the activities they undertake. Considering the teaching practicum, this study aims to…

Sudden teachers' transition to an online context has remarkably influenced their professional identity construction. However, little is known about the tensions English Language Teachers (ELTs) experience during this shift. The present study examined ELTs' identity tensions in online courses, the relevant coping strategies, teachers' TPACK level…

This study aims to delve into the process and perceptions of pre-service teachers as they engage in generating multiple-choice questions with the assistance of generative AI tools. Adopting a single-case study design, the research involved the participation of 35 pre-service teachers. The participants were tasked with utilizing generative AI tools…

Over their career trajectories, teachers experience diverse challenges and uplifts, which influence their sense of wellbeing. While research on teacher career phases provides important insights into their lives, studies exploring teacher wellbeing and capitals they draw on to cope are scarce; and, in the field of language education, virtually…

Some researchers have investigated teachers' pedagogical content knowledge (PCK) concerning scientific practices. However, from a review of the literature on the PCK construct and its use for characterising teachers' knowledge of scientific practices, as well as from a discussion of possible interpretations that emerge from the derived construct…

Technological Pedagogical Content Knowledge (TPACK) describes a significant qualification for teachers and pre-service teachers to address the integration of contemporary technological advancements into lessons that adequately reflect the subject matter for a diverse set of students. Various methods and models have been identified to develop and…

Teacher education standards are designed to guide the preparation of pre-service teachers to acquire knowledge and develop skills required for delivering high-quality educational experiences to all learners. Analysing how critical thinking (CT) is positioned in educator preparation standards is an initial step towards understanding the…