This study aims to examine the lesson plan development processes and related experiences of prospective teachers, and determine the potential effects their lesson plan development efforts on their perceived TPACK. The research was conducted as part of a 14-week Mathematics Teaching course. During the course, prospective teachers underwent a…

This case study investigates prospective middle school mathematics teachers' use of the Angle tool in GeoGebra, focusing on reflex angles in a geometric construction task. They constructed a parallelogram with individual heights for any two consecutive sides. We analyzed their screencasts to identify the ways in which they used reflex angles in…

The aim of this research is to examine preservice mathematics teachers' dispositions toward drawing geometric patterns in tasks and find out their perspectives on using these tasks for their future students. Sixty preservice mathematics teachers who enrolled in a methods course for 14 weeks participated in the research. The responses to the…

The study aimed to explore the integration of lesson study into science teacher education programs to enhance preservice science teachers' pedagogical content knowledge (PCK) for STEM. The lesson study cycle encompassed planning, teaching, reflecting, re-teaching, and re-reflecting phases, and the participants' experiences regarding PCK for STEM…

The purpose of this study is to examine pre-service chemistry teachers' orientations towards chemistry teaching during chemistry teaching method courses. This study was conducted with ten pre-service chemistry teachers for 28 weeks. The Draw-A-Science-Teacher-Test Checklist (DASTT-C), card-sorting activity, interviews, observations, and reflection…

This study examines the perspective of a mathematics teacher educator (MTE) regarding the design and structuring of mathematics teaching method course in the elementary teaching education program. The research was designed as a single case study. The case was a teacher educator who has been delivering mathematics methods course for elementary…

The purpose of the current study is to investigate the effect of using Web 2.0 tools in the teaching of socioscientific issues on pre-service science teachers. A total of 24 senior pre-service science teachers attending a state university in the spring term of the 2021-2022 academic year participated in the study. The study was conducted with the…

This study investigated preservice elementary science teachers' TPACK development throughout a science teaching method course. The pretest-posttest control group was used in the study. At the end of the study, a self-reported TPACK measure was administered to the experimental (n=26) and control (n=23) groups. The experimental group learned about…

Science teaching efficacy belief (STEB) is of paramount importance as it motivates teachers to teach science or hinders them from teaching science. Preservice teachers' efficacy beliefs may change during their method courses. Knowing how pre-service teachers' beliefs change over time can significantly contribute to teacher educators to improve…

It is important to support pre-service teachers in terms of mathematical task design so as to increase the success of their future teaching. The purpose of this study was to evaluate mathematical tasks designed by pre-service primary and elementary mathematics teachers within the framework of task design principles. For this purpose, a total of 43…

This study investigates prospective secondary school mathematics teachers' developing conceptions about the meaning of derivative (as rate of change) while working on a series of tasks involving different non-motion real-life contexts. The study was conducted by employing a case study method. The participants of the study were 25 prospective…

The present research investigates the experiences of preservice visual arts teachers in the planning and application phase of a course focusing on visual culture in the special teaching methods course. This course in Turkey provides information about how and with what type of methodologies arts-related topics should be taught in visual arts…

Flipped learning is a pedagogical approach, which suggests the allocation of class time for knowledge application activities and the learning of basic knowledge via lecture videos or assigned readings outside of class. Based on these premises, it may emerge as a strategic fit for practice-based courses in initial teacher education programmes. With…