This research examines the impact of the biographies of generalist elementary school pre-service teachers (PSTs) on their experiences of Canadian physical education teacher education (PETE), and how these biographies shape self-confidence and self-perceived competence as physical educators. The phenomenological case study took place in a Canadian…

Many physical education teacher education (PETE) programs seek to develop teacher candidates' content knowledge through various physical activity courses. However, limited empirical evidence exists linking college physical activity courses to the development of skill or fitness. The purpose of the study was to examine the effects of an educational…

As in many countries, early childhood teachers introduce mathematics content in kindergartens in Turkey. Therefore, early childhood teachers should master a certain level of mathematics knowledge and are offered a mathematics methods course in faculties of education. Teacher training programs are also expected to improve early childhood preservice…

Background: Research has shown the benefits of play for children's learning and development. Play can also be harnessed for pursuing pre-determined learning goals related to school curricula through "guided" play. Aim: The research inquired into the implementation of a pre-service teacher education course on play as pedagogy to evaluate…

Background: The prevalence of bullying in South African schools is alarming, and it affects everyone, including children in early childhood development. Teachers have a critical role in raising awareness about bullying to minimise its effects. This implies that student teachers need to be prepared to raise awareness about bullying. Aim: This study…

Background: Pre-service teachers (PSTs) training does not equip students with adequate skills and knowledge of geometry to enable them to teach this section of mathematics competently. Inadequate teacher knowledge of transformation geometry, in particular, requires intervention that targets PSTs' faulty reasoning displayed in errors they make.…

Background: During their university studies, student teachers are equipped for the teaching profession in various domains of knowledge and practice. In addition to learning pedagogic skills for practice purposes, they also expand their knowledge of the subjects that they will teach. In mathematics teacher education, one important principle is that…

Background: A digital literacies short course, rooted in a pedagogical model of authentic learning and mapped against the TPACK model, was conceptualised and implemented to enhance the existing digital literacies and technological pedagocial content knowledge of student teachers and to promote an awareness of technology-enhanced curriculum…

Background: This article draws from a research report on the Project for Inclusive Early Childhood Care and Education (PIECCE), which surveyed attitudes, training strategies, materials and entrance requirements across most relevant higher education institutions (HEIs), non-governmental organisations (NGOs) and technical and vocational education…

Background: Most field coursework in teacher education (TE) programmes do not incorporate extended "in situ" interaction with individual children in a classroom. Furthermore, child development theory (from coursework) is not taught in tandem with students' extended periods of practicum placement in schools. Aim: This study sought to…

Background: It is widely accepted that the quality of schools depends on the quality of teachers. Understanding what occurs while learning to teach is an important pursuit for acquiring a sense of the quality of teachers. The initial development of teachers is a critical point from which to activate such understanding. Aim: This study, therefore,…

Background: Since the beginning of the new democratic era of 1994 in South Africa, human rights and values concerns have been placed on the forefront of educational research to respond to the needs of the South Africa's Constitution as well as the intentions of public school curricula. It is believed that qualified physical education teachers can…

Background: Developing the questioning skills of Foundation Phase Education students when teaching mathematical problem-solving is often a neglected area of student curricula. Aim: This gap in mathematics programme is the focus of this study. Three main components were identified: presentation of mathematical problem-solving, the role of the…

Background: The South African national school curriculum for the foundation phase (6- to 9-year-olds) does not have a unique subject called 'science', but 'hidden' away in the subject 'life skills', one detects a great deal of science, but not all of it overtly presented. This presents a challenge to teachers who might be limited in their science…

Background: Universities, specifically faculties of education, have the responsibility to ensure that student teachers are introduced to the complexities involved in planning conceptually sound, coherent and cohesive lessons. Objectives: The objectives of this study were to determine how prepared students teachers are to plan children's literature…