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Aslihan Batur Ozturk; Adnan Baki – Pedagogical Research, 2024
Since it has become necessary for each individual to be statistically literate, statistical education research has taken teachers' competencies into its agenda. The knowledge needed to teach statistics differs from the knowledge needed to teach mathematics since statistics is different from mathematics. Teachers and researchers need to consider…
Descriptors: Statistics Education, Teaching Models, Pedagogical Content Knowledge, Teacher Education
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Heesoo Ha; Jongchan Park; Ying-Chih Chen – Research in Science Education, 2024
Sensemaking is conceptualized as a trajectory to develop better understanding and is advocated as one of the fundamental practices in science education. However, the field is lacking of a framework to view the prolonged process of sensemaking that starts from a raise of uncertainty of a target phenomenon to a grasping of a better understanding of…
Descriptors: Foreign Countries, Science Education, Comprehension, Concept Formation
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Nathaniel A. Omilani; Ime Ajibola – African Journal of Research in Mathematics, Science and Technology Education, 2023
This study surveyed 19 chemistry teachers' stoichiometry pedagogical content knowledge (SPCK) in Ijebu Ode local government area of Ogun state, Nigeria using Malcolm's Physical Science Teachers' SPCK test. The qualitative data were transformed to scores, which revealed the level of chemistry teachers' knowledge of students' prior knowledge,…
Descriptors: Chemistry, Science Teachers, Pedagogical Content Knowledge, Science Achievement
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Maria Papantonis Stajcic; Pernilla Nilsson – Research in Science Education, 2024
This study investigates preschool teachers' considerations for including digital tools in science teaching to develop children's learning of science content. Due to the ongoing digitalisation and demands in society, the utilisation of digital tools has increased significantly in educational settings. Recent research about digital tools in early…
Descriptors: Preschool Teachers, Science Instruction, Electronic Learning, Educational Technology
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Shen, Kuan-Ming; Cheng, Yi-Wen; Lee, Min-Hsien – Asia-Pacific Education Researcher, 2023
This study aimed to understand the relationship among conceptions of teaching and learning (COLT), classroom management self-efficacy (CMSE), and pedagogical content knowledge self-efficacy (PCKSE). A total of 485 in-service Taiwanese preschool teachers participating in this study completed three questionnaires, viz. the Conceptions of Teaching…
Descriptors: Preschool Teachers, Self Efficacy, Classroom Techniques, Pedagogical Content Knowledge
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Mishra, Punya; Warr, Melissa; Islam, Rezwana – Journal of Digital Learning in Teacher Education, 2023
The educational impact of Generative AI (GenAI) technologies, such as ChatGPT, has received significant attention. We use the TPACK framework to discuss the types of knowledge teachers require to effectively use GenAI tools. We highlight the qualities of GenAI that make it like other digital technologies (they are protean, opaque, and unstable) as…
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Artificial Intelligence, Teacher Education
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Shane Pill; Brendan SueSee; Michael Davies – European Physical Education Review, 2024
This paper provides a rationale for The Spectrum of Teaching Styles (The Spectrum) as a pedagogical model in teaching physical education (PE). Building on prior discussions/debates (SueSee et al., 2021), we will contest the view that the concept of teaching styles is different from that of a pedagogical model. In doing so, we highlight the most…
Descriptors: Teaching Styles, Physical Education, Teaching Models, Pedagogical Content Knowledge
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Mücahit Öztürk; Pinar Mihci Türker; Gökhan Kerse – Education and Information Technologies, 2024
This study explored pre-service teachers' technological pedagogical content knowledge levels and their blended teaching readiness. In this context, the study employed the cross-sectional survey design, and the variables were analyzed descriptively and correlationally. The study was carried out with the participation of 477 pre-service teachers.…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Technological Literacy, Blended Learning
Barbara Daly-Byrnes – ProQuest LLC, 2024
Learning to read proficiently is an essential skill needed in both academics and life. Without this skill, one's opportunities are limited socioeconomically, socially, and throughout all daily life. However, there is growing concern that the methodology currently used in many school systems is not preparing children for the rigors of reading in…
Descriptors: Elementary School Teachers, Knowledge Level, Pedagogical Content Knowledge, Reading Research
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Munirah Ghazali; Zainun Mustafa; Rabiatul Adawiyah Ahmad Rashid; Fadzilah Amzah; Jamilah Harun; Zakiah Mohamad Ashari – Education 3-13, 2024
Teachers' perceptions of their teaching and learning activities are critical, especially given that the Malaysian preschool curriculum has undergone multiple revisions recently. The purpose of this study was to measure Malaysian teachers' perceptions on teaching early mathematics. The study aimed to assess teachers' perception of six constructs,…
Descriptors: Teacher Attitudes, Mathematics Instruction, Foreign Countries, Preschool Curriculum
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Annika Forsler; Pernilla Nilsson; Susanne Walan – Research in Science Education, 2024
This study focuses on how science teachers' Pedagogical content knowledge (PCK) can be captured and developed with the support of Content representation (CoRe) in combination with video-based reflection when they plan, teach, and reflect on their teaching in sustainable development (SD). The theoretical framework is based on PCK, and the Refined…
Descriptors: Pedagogical Content Knowledge, Sustainable Development, Reflection, Video Technology
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Pinar Cavas; Ahmet Kara; Sengül S. Anagün; Aslihan Ayar – Science Education International, 2024
The general purpose of this research is to examine the mediating effect of STEM attitudes between STEM pedagogical content knowledge (CK) and STEM intra-class practice self-efficacy. This research was conducted in a causal design. A total of 345 teacher candidates, 261 females (75.7%) and 84 males (24.3%), were included in the research. The data…
Descriptors: STEM Education, Teacher Attitudes, Pedagogical Content Knowledge, Self Efficacy
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Emine Aytekin-Kazanç; Mine Isiksal-Bostan – Journal of Mathematics Teacher Education, 2024
This qualitative study aimed to identify the changes in a prospective' conceptions about the nature of mathematical tasks and pedagogy in video cases and to investigate the characteristics of the prospective' professional knowledge and views during task design/modification. The study used the mathematical task demand engagement process, which…
Descriptors: Task Analysis, Preservice Teachers, Teaching Methods, Mathematics Instruction
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Ruti Segal; Avraham Merzel; Yaron Lehavi – International Journal of Science and Mathematics Education, 2024
This paper describes and analyzes three cases to show the impact that curiosity-driven (CD) discourse based on self-video can have on the professional awareness and noticing skills of mathematics teachers and instructors of mathematics teachers. The findings indicate that CD discourse raises awareness of heretofore unnoticed events in the lesson,…
Descriptors: Mathematics Teachers, Teacher Educators, Video Technology, Faculty Development
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Long, Christopher Sean; Harrell, Pamela; Subramaniam, Karthigeyan; Pope, Elizabeth; Thompson, Ruthanne – Research in Science Education, 2023
This study investigated how an intervention consisting of a series of physical science lessons embedded within the elementary science methods course impacted elementary preservice teachers' (N = 473) science content knowledge as evidenced in their scaled scores for the science content component of a standardized subject certification examinations…
Descriptors: Elementary School Teachers, Preservice Teachers, Science Teachers, Physical Sciences
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