High-quality teaching is crucial for improving mathematics education. Teaching mathematics requires specific knowledge, including knowledge of both content and pedagogy. In this study, we analyzed the knowledge for teaching mathematics among 80 future teachers from four mathematics teacher education programs in Costa Rica. Using the Teacher…

The TPACK (Technological Pedagogical Content Knowledge) model is a technology integration framework that identifies three types of knowledge that educators need to bring together for successful edtech (educational technology) integration - technological, pedagogical, and content knowledge (a.k.a. TPACK). This model used by educators when they…

What makes a great music teacher? What are those characteristics, qualities, personality traits, behaviours, attitudes, skills, knowledge, approaches that make him/her different from the average music teacher? The present study investigates the profile of the ideal music teacher through the lens of secondary school students and music teachers. 518…

Educators' content knowledge is considered a key determinant of classroom practices and thus children's learning. In this study, we examine the nature of associations between early childhood educators' literacy content knowledge and their classroom emergent literacy practices. Specifically, we apply generalized additive modeling to consider three…

Astronomy concept is regarded as one difficult topic in both teachers' and students' perspective even though it strongly appeals to the human mind. This concept requires imagination and the ability to use various skills and knowledge, for example, actual motion, relative position, and coordination of views from several points on the Earth to…

In this communication paper we describe how a research-based approach was applied in Israel to support high-school chemistry teachers, who continued to teach using technology during the COVID-19 pandemic. Within the TPACK (technological pedagogical content knowledge) framework for teachers' knowledge in technological environments, we developed a…

This case study explores the degree to which mathematical knowledge for teaching can be developed by prospective teachers in a multi-site teacher education context. The majority of the article focuses on a description of the target middle level mathematics endorsement program, including distance-based instructional norms, community building…

This article explores the outcomes of a qualitative case study using semi-structured interviews to examine the role of the mentor in developing the knowledge, understanding and practice of secondary English trainee teachers in England. It considers to what extent current mentor practices and the initial teacher education (ITE) Mentor Standards…

This study was carried out with 86 primary school teachers in Kenya's Narok County and explored factors affecting integration of ICT in teaching and learning. Multiple regression was used for data analysis. The results revealed that 32.5% of the variance was explained by the independent and extraneous variables (R[superscript 2] = 0.325, P =…

Previous research has shown knowledge, perceptions, and attitudes are essential factors during mathematics classroom instruction. The current study examined the effects of a 3-week fraction instructional unit using concrete models, problem-solving, and problem-posing to improve elementary preservice teachers' knowledge, perceptions and attitudes…

The purpose of this descriptive case study was to develop pre-service chemistry teachers' Technological Pedagogical Science Knowledge (TPASK) through novel computational chemistry modules. The study consisted of two phases starting with designing a computational chemistry based learning environment followed by a case study where students'…

The initial training of mathematics teachers in Spain can start in the final year of the mathematics degree when the students, and future teachers, select courses related to teaching the discipline. At that time, since over the next two years they will probably be certified to enter the profession, it is worth asking oneself what mathematical…

With the emergence of new instructional technologies, pre-service teachers are expected to develop Mathematical Technological Knowledge (MTK), which we define as teacher knowledge of technology developed as a result of exploring mathematics with technology. We examined 16 middle grades pre-service mathematics teachers' (PSMTs) MTK within a…

The nature of knowledge and how it is developed have been debated in philosophy and research for centuries. In the literature on teachers' knowledge, two perspectives have been particularly visible. One perspective stresses cognitive processes and deliberate knowledge acquisition. Another perspective stresses the situated nature of teachers'…

With the rapid development of technologies and the gradually increasing requirements of technology integration into teaching, teachers have been facing stress to keep pace with new technologies and to design pedagogical usage of technologies. Although prior studies have examined the creators and negative impacts of technostress, insights into the…