The present study examined whether secondary school (SE) teachers (N = 324, M[subscript age] = 37.97) and university (UNI) teachers (N = 225, M[subscript age] = 44.80) with a firmly grounded and well-explored teaching identity would report better work-related well-being and would adopt a more motivating teaching style. We expected the opposite for…

In this paper, we consider the design of capstone courses to prepare university students for secondary school teaching professions in initial training. Our aim is to prepare prospective teachers to develop an approach for doing mathematics which they then impart to their pupils. This posture involves systematically questioning the mathematical…

It is widely accepted that the classroom teaching practices of in-service secondary mathematics teachers can benefit from the advanced mathematics they learned during their university education. However, pinpointing explicit instances of how this advanced knowledge informs teaching practices has proven challenging for both teachers and…

This research aims to prove the influence of teacher efficacy on learning quality with quantitative meta-analysis. The eligibility criteria in this study include: (a) The publication can be searched in Google Scholar, ERIC, DOAJ, Research Gate, and or ScienceDirect; (b) The publication is indexed in Scopus, WoS, SINTA (a portal indexing journal…

Research has revealed that teachers find teaching and assessing socioscientific argumentation (SSA) to be challenging. In this study, ten pre-service science teachers (PSTs) tested a new Practical Assessment of Socioscientific Argumentation Model (PASM) that was developed to enhance skills in assessing SSA. The models' design is based on the…

In this article, we describe rehearsals designed for use in professional development (PD) with secondary mathematics teachers to support them in reimagining and refining their practice. We detail a theoretical framework for learning in PD that informs our rehearsal design. We then share evidence of secondary mathematics teachers' improvements in…

Few studies have elaborated on how different types of integration can support teachers' learning and build their capacity to teach for the enhancement of students' STEM competence. Teaching in a STEM education context requires mathematics teachers to be able to effectively choose, design and implement appropriate tasks in their classes. Given the…

This study investigates what mathematicians, who teach academic mathematics courses to secondary school mathematics teachers, want to teach them about the discipline of mathematics. Data sources included interviews with five research mathematicians. The data analysis revealed that expanding teachers' knowledge about the discipline of mathematics…

Preservice mathematics teachers are sometimes trained in programs so that they have both their own courses and joint courses with mathematics majors from the beginning of their studies. While this is thought to provide them with both deep mathematical knowledge and teaching-specific content right from the start, many of them report disaffection…

A strong sense of identity and belonging in different communities can help mathematics teachers have more confidence in their first years of teaching and help their students have positive experiences in the mathematics classroom as well. My qualitative study sought to investigate identity formation within the context of preservice and early career…

To promote inclusive practices in science, technology, engineering, and mathematics (STEM) classrooms, this research explores teacher candidates' (TCs') views and understandings of differentiated instruction (DI). The article addresses the following research questions: (1) What are intermediate-senior STEM TCs' initial views and understandings of…

Research on practice-based teacher education [PBTE], such as rehearsals or teaching simulations, assumes that preservice teachers [PSTs] prefer such practical approaches in comparison to more theoretical work. Few studies test this assumption or incorporate PSTs voices and perspectives on PBTE approaches. This study draws on survey data and…

Due to the increasing presence of the Science, Technology, Engineering, and Mathematics (STEM) education paradigm in Spain, many teachers have embarked on the design of specific Teaching--Learning Sequences (TLS) to be implemented in schools. Understanding the views and perceptions about STEM that take shape in specific teachers' designs should…

Social constructivism is a learning approach in which students actively construct their own knowledge by way of experiences and interactions with others. As such, it is important to highlight both individual and group-based reflection practices in pre-service teacher training as a key aspect for improving teaching practice. This paper presents the…

This paper shares findings drawn from data generated over a period of five years on self-reported reading skills, habits, and dispositions of pre-service and in-service K-12 teachers (primarily middle and high school) across content areas (N = 854). Using latent cluster analyses, we created a Teacher Reader Profile Type (TRPT) model that…