Innovative techno-blended teaching methodologies are needed for 21st-century classrooms. This paper reports on the introduction of a techno-blended device for mathematics teaching in South African senior secondary classrooms. The research sample included 12 third-year mathematics education student teachers from a rural university. A qualitative…

This mixed-methods study primarily explored how elementary educators exhibited TPACK in their virtual literacy instruction and the challenges they faced during the early months of the COVID-19 pandemic. Nine elementary-level educators participated in the study serving in the role of either general educator, special educator, or reading specialist.…

This study adds to the construct of science teacher noticing through an analysis that integrates concepts from pedagogical content knowledge (PCK) frameworks. It examines 929 instances of science teacher noticing made via video annotation tools (VATs) over the course of 38 early-career, secondary science teachers' participation in a two-year…

Teachers are key players in supporting the understanding of epistemological and social aspects affecting the development and validation of scientific knowledge, but they often hold inappropriate views of the Nature of Science (NOS), therefore hindering this understanding as an essential part of students' scientific literacy. To tackle this…

Coursebooks exist all over in the world of education. They are generally used as one of the major course materials. To write a coursebook for a particular course is challenging. This study was purposively conducted to develop a English grammar coursebook for teachers to meet the needs of teacher students in English education programs. The study…

Derivative concept is one of the essential studies in calculus, which is studied in teaching mathematics. Prospective mathematics teachers who have completed their studies and later become teachers will teach derivative concepts to their students at school. Therefore, knowledge of derivative concepts is vital in transforming knowledge to students.…

Purpose: The research aims to explore prospective physics teachers' pedagogical knowledge (PK) through an online microteaching lesson study (OMLS). Design/methodology/approach: The study used a case study with eight prospective physics teachers. Various data sources are triangulated involving audiovisual meeting recording, documents from OMLS…

The purpose of the study was to find out the contribution of general culture (GC), pedagogical knowledge (PK), and content knowledge (CK) courses to the professional development of preservice teachers in early childhood education programs. As a part of a mix-method research study, this survey uses a rank-order judgment methodology. Using a…

The purpose of this longitudinal study was to explore the development of pre-service chemistry teachers' pedagogical content knowledge regarding the effect of temperature on reaction rate topic as they took pedagogical content knowledge courses throughout the teacher education program. Pre-service teachers' pedagogical content knowledge was…

Teacher identity provides useful insights into the learning and practices of teachers. The complexity of identity, however, makes it difficult to use in empirical research. An analytical framework with two components is presented. This analytical framework comprises a framework for identity as an embedder-of-numeracy, which clearly defines a…

In recent years, many states have passed laws requiring dyslexia training for teachers. Research suggests teachers hold both scientifically-based conceptions as well as misconceptions of dyslexia, but there is little research regarding the specific concepts of dyslexia in which teachers are unsure. Research on conceptual change suggests a…

Learning to teach mathematics is a complex endeavor, requiring sustained focus and time. Yet time is especially scarce in elementary teacher education programs, where preservice teachers (PSTs) learn all content areas. Through a collaborative self-study, five teacher educators identified three time-related tensions in elementary mathematics…

A worldwide discussion about Technological Pedagogical Content Knowledge (henceforth, TPACK)-related program or a program that provides technology, pedagogy, and content courses related to EFL flipped classrooms is scarce. Thus, the present study aimed at exploring (1) how a TPACK-related program supported the EFL pre-service teachers'…

Evidence suggests that educators are not sufficiently prepared to teach foundational literacy concepts. With early childhood educators (ECEs) on the front lines of children's early literacy development, the present study assessed both pre-service and in-service ECEs' early literacy knowledge and self-efficacy for early literacy instruction. The…

This study investigated the nature of the pedagogical content knowledge (PCK) development among 22 prospective teachers enrolled in an elementary science methods course. The nature of prospective teachers' PCK development was investigated in relation to their experiences in planning, enacting, and reflecting upon a Physical science lesson. The…