New data is presented from two studies involving thirteen practising secondary teachers and twelve pre-service early childhood, primary and secondary teachers in Australia. The first study explored how non-Indigenous practising teacher identities, shaped by external and policy discourse, create obstacles to teachers' willingness and confidence in…

This article reports the results of a study on the domains and origins of information and knowledge that primary pre-service teachers utilised during their professional experiences in teaching schools at the University of Helsinki (UH) and the University of Johannesburg (UJ). The professional experience at both universities focuses on the…

This study investigated 77 Taiwanese pre-service primary teachers' beliefs, knowledge and emotions about mathematics teaching and learning by using a drawing task: specifically, creating pictures of themselves as mathematics teachers at work. Its major findings were: (1) The majority of the participants chose to illustrate a mix of teacher- and…

This study explores the professional learning of ten pre-service teachers from Hong Kong and ten host teachers in a school in China who participated in a teaching abroad project. The participants' professional learning during the project is conceptualised within five knowledge domains of quality teaching for the twenty-first century: personal,…

This paper reports on an exploratory study designed to determine and enhance the conceptual understanding of a group of pre-service mathematics teachers at one Irish university utilizing an established framework for understanding mathematics. 23 students on a one year Professional Diploma in Mathematics Education participated in the study, which…

Research on teacher education, especially on the development of teacher educators, is limited. This paper considers the role of dispositions in the development of pedagogical knowledge (PK) for science teacher educators (STEs), across stages of career. It argues that beliefs and perceptions shift and change along with, but not directly related to,…

The teaching of teaching is sophisticated work although it is often viewed simplistically. To challenge simplistic approaches to teacher education, teacher educators need to actively articulate the specialist knowledge, skills and abilities that underpin expertise in teaching and to do so through their practice with their students of teaching. In…

Teacher educators need to better understand how pre-service teachers make decisions that lead them to enact particular content knowledge in their lessons. Lesson observations can be used to examine the content knowledge manifesting in teaching actions and stimulated recall interviews can offer insights into teaching decisions. However,…

This paper offers an overview of what motivates and challenges Australian supervising teachers to work with preservice teachers in their classrooms. In the contemporary Australian context of new National Professional Standards for Teachers, a new national curriculum and new standards for Initial Teacher Education programs, what motivates and…

Researchers state that teachers in different contexts reported different technological pedagogical content knowledge (TPACK). This phenomenon may partially be explained by cultural differences. Based on this consideration, the development and validation of the Chinese pre-service teachers' technological pedagogical content knowledge (CTPCK) scale…

The purpose of this intervention has been to improve pre-service physical education teachers' Technological Pedagogical Content Knowledge (TPCK or TPACK), Technology Integrated Self-Efficacy (TISE), and Instructional Technology Outcome Expectations (ITOE). A pre-/post-test design without a control group was used in the study. Participants were…

This qualitative case study aimed to investigate Early Childhood Education (ECE) pre-service teachers' perception of development in their technological, pedagogical, content knowledge (TPACK) after designing educational computer games for young children. Participants included 21 ECE pre-service teachers enrolled in the course Instructional…

This study investigates 201 Singaporean teachers' perceptions of their technological pedagogical content knowledge (TPACK), lesson design practices, and design dispositions through a survey instrument. Investigation of these constructs reveal important variables influencing teachers' perceptions of TPACK which have not yet been explored. The…

Coteaching offers a model for the school-placement element of pre-service science teacher education, based on its demonstrated positive impacts on lessening classroom anxiety, supporting inquiry-based science teaching, improving students' attitudes, and addressing diversity effectively in science classrooms. Coteaching between pre-service and…

This study describes and analyses how coteaching affected undergraduate music education preservice teachers (PSTs). During an 8-week school placement, coteaching was used as a means of creating a reciprocal professional learning arrangement involving PSTs and primary school teachers. The theoretical framework draws on the Russian concept of…