It is generally assumed that in order to teach mathematics effectively, middle years teachers ought to have a high degree of knowledge of mathematics and confidence in their ability to do the mathematics as well as self-efficacy to teach it. This study examines the content knowledge, mathematics confidence and self-efficacy of 99 graduate-entry…

Formative instructional practices (FIP) are the formal and informal ways that teachers and students gather and respond to evidence of student learning. Although they might have been practicing formative instruction on a daily basis, many teachers rarely thought about how formative instructional practice features were already a part of their work.…

This paper presents the findings of a group of teacher candidates with undergraduate degrees in a STEM discipline who were followed through an intensive 1-year preparation program and their 1st year of teaching. We report on the affordances and challenges participants' discipline knowledge presented to developing pedagogical content knowledge…

Teachers' professional knowledge is considered one of the most important predictors of instructional quality. According to Shulman, such professional knowledge includes content, pedagogical content and pedagogical knowledge. Although recent research shed some light on the structure of the dimensions of professional knowledge, little is known how…

This study used a multiple case study design to explore the occurrence of pivotal teaching moments, teachers' responses to these moments, and teachers' own perceptions of the impact of these moments on their own knowledge development. The participants were six practicing secondary mathematics teachers. The researcher collected data from teacher…

This quantitative study examined the self-efficacy of music teachers in each of the technological, pedagogical, and technological knowledge (M-TPACK) domains with a particular focus on their technological self-efficacy. Bauer's (2013) M-TPACK questionnaire was used as its measurement tool and was sent to members of the National Association for…

This working group addresses the challenge and opportunity presented by the use of simulations of teaching practice as an educative tool for preservice and practicing teachers. We focus particularly on the development of teachers' skills in enacting the content-intensive work of teaching, including how simulations may be able to cultivate or…

The study sought to investigate to what extent a technology-integration course constructed with guidance from the Learning By Design (LBD) instructional approach and TPACK instructional methods facilitates preservice teachers' TPACK development at a mid-sized Midwestern university in the United States. The study employed a case study approach and…

The knowledge that mathematics teacher educators need has attracted limited but increasing attention in recent years. The papers in this special issue build on emerging themes from that work and raise additional questions that contribute towards a future research agenda in the field. Several of the articles develop conceptualisations of teacher…

Purpose: The purpose of this paper is to address the lack of a theoretical framework for the integration of technology in music teaching and learning, and explores, within the framework of Technological Pedagogical Content Knowledge (TPCK or TPACK), the importance of affect in instructional design. Design/methodology/approach: The authors reviewed…

The current educational climate, featuring standards-based reforms and reliance on summative assessment and managerial control has strained the professional work of teachers by simultaneously demanding compliance with reform effort and control of classrooms while expecting in-depth professional learning to shift their pedagogical strategies to…

Mathematics education researchers have sought to understand the knowledge that teachers need to teach mathematics effectively. Teachers need to know more than merely knowing how to "do the math" at a particular grade level. However, the research community differs on the nature of that knowledge. The construct of "horizon content…

Engaging instructors with technology remains a problem in higher education (Westberry, McNaughton, Billot, & Gaeta, 2015). For many instructors, competency with new tools and practices remains a barrier to using technologies in their teaching (Buchanan, Sainter, & Saunders, 2013; Georgina & Hosford, 2009; Georgina & Olson, 2008;…

We describe the mathematical content knowledge a teacher needs in order to achieve a basic level of competence in mathematics teaching. We also explain why content knowledge is essential for this purpose, how Textbook School Mathematics (TSM) stands in the way of providing teachers with this knowledge, and the relationship of this concept of…

Purpose: This paper offers insights into the dynamic of misrecognition in an elite school. It presents new findings on micro-interactional power relations in the classroom and argues for additional ethnographies of social science education in elite schools. Methodology: This paper uses an ethnographic method. Its research employs the observational…