The shift to student engagement in scientific and engineering practices to learn science provides opportunities for science learning and language learning to occur in tandem. These opportunities also pose new challenges for elementary pre-service teachers (PSTs) since literacy methods courses have been presented separately from science methods…

This study sought to better understand how past science learning experiences affected preservice elementary teachers, both in terms of their own self-efficacy and their perceptions of science teaching and learning at the beginning of their science methods course. Following an explanatory sequential mixed methods design, this study first involved…

In 2014 NCTM advocated for productive struggle by expressing the need for teachers to allow their students the time necessary to grapple with their mathematical "uncertainties." We posit pre-service teachers need opportunities to productively struggle when learning and applying their mathematical understanding in order to understand how…

As part of their initial teacher education, most aspiring middle and high school science teachers take one or more semesters of coursework in the methods of teaching science. Surprisingly little is known about the curriculum of secondary science methods courses, however. This exploratory study aimed to better understand the goals and content of…

Pre-service teacher training is research intensive in Finland. Additionally, teaching as a profession is highly valued among young people. However, quantitative methods courses are challenging for teacher students from many reasons. Particularly, this is due to previous negative experiences and emotions (among other things). Thus, novel approaches…

Recently scholars have advocated for using teachers' practice as a site for teacher learning. The recent proliferation of online, digital spaces, including simulated classrooms, has paved the way for novel approaches within practice-based teacher education. Yet, limited research has investigated the extent to which and how the use of online,…

Given the myriad mandates and policies related to math and language arts education, U.S. public elementary teachers must "care about" teaching science for it to actually happen. Consequently, this study sought to explore the impacts of assignments in a science methods course supporting teacher candidates (TCs) in "caring about"…

Facilitating productive mathematical discussions is considered a core practice of mathematics education. The complexity of this teaching practice presents the need for pedagogical tools to provide structure for preservice teachers (PST) developing their practice, yet little is known about "how" PSTs use these tools. This multiple case…

Perceptions and attitudes of math teachers have an impact on students. Research has shown teachers with negative self-efficacy can build fear, anxiety, and even negatively affect students' math achievement. This research study addresses teacher candidate perceptions and attitudes (value, self-confidence, motivation, and enjoyment) toward…

Using narrative inquiry, I share the beginning stories of the instructional visions of secondary mathematics teachers throughout their undergraduate studies of pedagogy and content-specific methods and evidenced in undergraduate coursework and student teaching experience. Guided by Munter's (2014) Visions of High-Quality Mathematics Instruction…

The activities designed by 91 teams of primary teacher education students as part of their teaching proposals in a course on science teaching are analysed together with the subsequent reformulations of those activities. The objective of the study was to gain insight into the students' professional practical knowledge and the underlying focus of…

The purpose of this pilot study was to investigate the relationship between North Carolina pre-service music teachers' perceived preparedness to teach online, Technological, Pedagogical, and Content Knowledge (TPACK) score, and online pedagogy instruction included in methods classes. An online survey was emailed to members of the North Carolina…

The present study investigates the effect of the Flipped Classroom (FC) model on the academic achievement and motivation levels of preservice teachers enrolled on the Teaching Principles and Methods (TPM) course, which is a higher education-level knowledge course in the teaching profession. A quasi-experimental design was adopted for the study,…

Background/Context: Neoliberalism has both feet firmly planted in educational contexts around the globe (United States, Australia, United Kingdom). Due to the precarious nature of unstructured play and its unwillingness to fit neatly into a neoliberal framework of quality and high returns on investments, play for play's sake has taken a backseat…

This sequential explanatory mixed methods study (quant + QUAL) examined elementary preservice teachers' conceptions of teaching engineering. Participants (n = 104) from two large western universities completed the Draw-An-Engineering-Teacher-Test (DAETT) as part of their elementary science methods course. Additionally, a subgroup of participants…