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King, Heather; Nomikou, Effrosyni – Pedagogy, Culture and Society, 2018
Teacher agency is considered key in shaping teachers' professional identities and decision-making capabilities. We suggest that the concept of agency also constitutes a useful tool for evaluating the successful implementation of new teaching approaches. In this paper we discuss findings from a teacher professional development programme aimed at…
Descriptors: Teacher Role, Professional Autonomy, Professional Identity, Teacher Empowerment
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Richardson, Greer M.; Byrne, Laurel L.; Liang, Ling L. – Applied Environmental Education and Communication, 2018
Recognizing that teaching efficacy beliefs influence pedagogical content knowledge, this study assesses the impact of a general methods course on preservice teachers' efficacy beliefs and instructional planning of environmental education content. The course used explicit and visible strategies to support pedagogical and content knowledge…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Beliefs, Self Efficacy
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Eichhorn, Melinda S. – International Journal of Research in Education and Science, 2018
When teachers conduct a universal screening in mathematics, they identify students who are struggling with mathematical content and adjust their instruction. In this mixed-methods study in Kolkata, India, teachers piloted a screening tool at the beginning of the academic year in 5th grade to determine students' (n = 171) understanding of…
Descriptors: Fractions, Mathematics Instruction, Mixed Methods Research, Foreign Countries
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Önal, Nezih; Alemdag, Ecenaz – International Journal of Progressive Education, 2018
The number of technological pedagogical and content knowledge (TPACK) studies has been increasing day by day; however, limited number of studies has provided both quantitative and qualitative findings based on teachers' learning by design experiences. This study aimed to reveal the changes in pre-service teachers' TPACK competencies in the…
Descriptors: Web Sites, Design, Pedagogical Content Knowledge, Technological Literacy
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Ward, Phillip; He, Yaohui; Wang, Xiaozan; Li, Weidong – Journal of Teaching in Physical Education, 2018
Purpose: Accurately measuring the content knowledge of teachers is critical to designing professional development to support their teaching. We examined the depth of specialized content knowledge (SCK), defined in terms of instructional tasks reported by teachers and factors that could affect their SCK. Method: Content maps were used to evaluate…
Descriptors: Foreign Countries, Secondary School Teachers, Physical Education Teachers, Pedagogical Content Knowledge
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Roberts, Carly A.; Benedict, Amber E.; Kim, So Yeon; Tandy, Jacob – Intervention in School and Clinic, 2018
Learning to teach students with disabilities is challenging. Preservice special educators must develop critical knowledge of content as well as skill for enacting evidence-based practices effectively. Preservice special educators need increased opportunities to learn core knowledge coupled with a mechanism to support them in situating their newly…
Descriptors: Preservice Teachers, Preservice Teacher Education, Special Education, Lesson Plans
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Ward, Phillip; Tsuda, Emi; Dervent, Fatih; Devirlmez, Erhan – Journal of Teaching in Physical Education, 2018
Purpose: Little is known about how teachers acquire specialized content knowledge (SCK). We examine the hypothesis that SCK is not acquired from K-12 physical education and from extracurricular activities characterized by playing; instead, SCK must be explicitly taught to teachers. Method: Students were enrolled in either basic physical activity…
Descriptors: Pedagogical Content Knowledge, Elementary Secondary Education, Physical Education, Teacher Education Programs
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Malandrakis, George – Environmental Education Research, 2018
This study explores the effect of an innovative course examining Greek elementary student teachers' (STs') efficacy beliefs and self-confidence for curriculum-based teaching on "Studies for the Environment" topics. These two variables are influencing teachers' ability to teach environmental issues for young children. Five new factors…
Descriptors: Foreign Countries, Preservice Teacher Education, Preservice Teachers, Beliefs
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Booi, Kwanele; Khuzwayo, Mamsie Ethel – Journal of Curriculum and Teaching, 2018
A qualitative case study was conducted at six purposively sampled universities; out of a population of approximately 23 universities. This sampling strategy was based on selecting some universities that became Universities of Technology during the process of merging Higher Education Institutions (HEIs) while other universities kept their identity;…
Descriptors: Science Teachers, Teacher Education, Curriculum Design, Qualitative Research
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Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard – European Journal of Teacher Education, 2018
The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers' everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher…
Descriptors: Beginning Teachers, Teacher Competencies, Pedagogical Content Knowledge, Technological Literacy
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Schatz Oppenheimer, Orna; Dvir, Nurit – Teacher Development, 2018
This study presents a qualitative research based on three narratives written by novice mathematics teachers. We examine their unique professional world during their first year of work. The methodology of narrative framework, on which this article is based, helps to gain better understanding of the need for novice mathematics teachers to have…
Descriptors: Beginning Teachers, Faculty Development, Professional Development, Qualitative Research
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Krauskopf, Karsten; Foulger, Teresa S.; Williams, Mia Kim – Teacher Development, 2018
Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Mixed Methods Research, Metacognition
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Fazio, Xavier; Gallagher, Tiffany L. – Teacher Development, 2018
We offer insights for using design-based research (DBR) as a model for constructing professional development that supports curriculum and instructional knowledge regarding science and literacy integration. We spotlight experiences in the DBR process from data collected from a sample of four elementary teachers. Findings from interviews, focus…
Descriptors: Faculty Development, Instructional Innovation, Pedagogical Content Knowledge, Knowledge Base for Teaching
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Flint, Amy Seely; Albers, Peggy; Matthews, Mona – Teacher Development, 2018
This paper examines the initial steps of an internationally funded project focused on enhancing teachers' conceptual and pedagogical knowledge of literacy development in the Western Cape of South Africa. We asked what are the tensions and breakthroughs when engaged in international teacher professional development? Four lines of inquiry support…
Descriptors: Partnerships in Education, Critical Incidents Method, International Cooperation, Pedagogical Content Knowledge
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Jayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Smolkowski, Keith; Newman-Gonchar, Rebecca – Journal of Research on Educational Effectiveness, 2018
The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to…
Descriptors: Vocabulary Development, Teaching Methods, Faculty Development, Grade 1
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