Reflection is a useful tool which improves teaching approaches; however, many first-year teachers do not appear to reflect upon their instructional plans (McAlpine & Weston, 2000). Prior research has indicated preservice teachers are not utilizing the acquired reflective approaches learned throughout the teacher preparation program (Hatton…

The research on methods used in graduate mathematics education courses is limited, however existing groundwork suggests that curriculum should provide students with experiences that align with the practices of mathematics education researchers. At the same time, calls to connect mathematics education research and classroom practice have been…

Following the calls of international conferences related to the teaching of science and technology, technology education (TE) was integrated as a component of physical sciences programmes in Benin, West Africa. This study investigates physical science teachers' attitudes towards the integration of TE topics in secondary school science curricula in…

The study of primary teacher students' knowledge of fractions is very important because fractions present a principal and highly complex set of concepts and skills within mathematics. The present study examines primary teacher students' knowledge of fraction representations in Slovenia and Kosovo. According to research, there are five…

Today's educators serve the United States public-school system at a time of considerable curricular, technological, and demographic change. In 2010, the Common Core State Standards in Math and English Language Arts significantly altered the curricular landscape of K-12 classrooms. On the heels of this reform came the adoptions of English…

With the introduction of a new school curriculum in South Africa in 1998, Technology as a school subject was introduced for the first time. Implementation by the National Department of Education took place over a very short time frame allowing very little time for adequate training of technology teachers by the provincial departments of education.…

The pedagogical content knowledge framework has been used to decipher the complexities of teaching by integrating subject matter knowledge with knowledge of teaching and knowledge of learners. Researchers in math, English, and history have modified this framework to identify core teaching practices within their disciplines. Core teaching practices…

If teachers are not equipped to teach Technology Education subject nationally and internationally, the continent of Africa will continue to bear the brunt of unsavoury results unless radical interventions are implemented to transform the situation. It is against this background that action research methods became a useful site-based support to…

The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected to bring about the right mix of high-quality skills for the rapid development of quality and adequate human resources. The kind…

The purpose of this study was to investigate the relationship among student-centred beliefs, technology value beliefs and technological pedagogical content knowledge (TPACK) in junior high school mathematics teachers. A survey was administered to 408 teachers in Taiwan. Regression analysis results showed that teachers' student-centred beliefs and…

The overall purpose of this research was to assess the effectiveness of the teaching practicum for English language majored students in the Saudi EFL context, mainly the University of Jeddah, Faculty of Education. To recruit the study participants, the researcher adopted a non-random sampling technique where the focus is to select information-rich…

Despite the fact that investment in information and communication technologies (ICTs) in universities has increased dramatically, there is no clear evidence that ICTs have been incorporated effectively in the process of teaching and learning. This article investigates the knowledge that university professors need in order to integrate ICTs into…

The purpose of this study was to examine LINUS teachers' knowledge of basic language constructs and the relationships between LINUS teachers' knowledge of basic language constructs, teaching experience and their perceived abilities to teach reading to LINUS students. 121 LINUS teachers teaching English literacy from 31 Johor Bahru national primary…

This paper explores the professional needs of pre-service teachers, their university tutor and in-service teachers in terms of their subject and pedagogical content knowledge. It does so through an examination of these professionals' participation in the learning experiences of children. The context for this participation is the children's…

This paper uses literary analysis of 21 st century U.S. history textbooks and the theoretical frameworks of post-colonial theory, racial pedagogical content knowledge, and critical race theory to argue that students at urban schools continue to be "made ahistorical" by classroom instructional conditions that devalue history instruction,…