This study presents the role of pre-service teacher training in developing Technological Pedagogical Content Knowledge (TPACK) levels. The study had two main objectives. The first was to analyze the role of pre-service teacher training in enhancing teachers' TPACK levels, and the second was to compare the two training routes (traditional and…

While lengthy teacher training programs with reflection were beneficial for promoting teachers' teaching performance and perception of teaching, it is still unclear whether a short online training program can promote preservice teachers' in-depth thinking of their learning and teaching. This study focused on the instructional design of a short…

While the distinction between academic disciplines and school subjects has received some attention, the question of which subject matter content knowledge (CK) teachers need as a foundation for initial teacher development has been raised. In science education, Teacher-related Science Content Knowledge (TerSCK) has been conceptualized to model the…

The purpose of this study was to investigate the effect of preservice teachers' identity on TPACK regarding the mediating roles of mathematics teaching competency, teacher belief, and technostress across grade levels. A total of 926 preservice mathematics teachers participated in the study. We used structural equation modeling to determine and…

To comprehend the perspectives of school and university mentors in evaluating practicum experiences based on educational reform, this study aimed to investigate the feedback, within the framework of pedagogical content knowledge, provided by two cooperating teachers and a university supervisor to preservice teachers. Observation and document were…

Purpose Researching on lesson studies in initial training of physical education (PE) teachers in Portugal, our group is especially interested in the potential of this methodology for developing the pedagogical content knowledge (PCK) of future PE teachers. The purpose of the present text is to synthesize the knowledge relating to this subject.…

Questioning is a critical instructional strategy for teachers to support students' knowledge construction in inquiry-oriented science teaching. Existing literature has delineated the characteristics and functions of effective questioning strategies. However, attention has been primarily cast on the format of questioning like open-ended questions…

With the system changes made in 2012 in Turkey, the fifth grade was transferred from the primary school level to the secondary school level. For this reason, secondary school teachers were forced to teach mathematics courses to a group of students they had never met before. Fifth-grade students do not deal with algebra and cannot use equations to…

Teacher education programmes need to provide opportunities that support the integration of theory with practice. To date, there is little research on how to help preservice teachers apply professional knowledge to an important aspect of practice: lesson planning. The present research developed an educational approach to lesson planning by drawing…

In a modern and increasingly complex society, students are expected to acquire skills and knowledge to deal with societal challenges, for example, climate change. These include scientific reasoning competencies (SRC), which describe abilities to solve scientific problems by applying scientific skills and knowledge and thus play a crucial role in…

Teachers' knowledge seems to be important for student learning, however, it is a complex issue. Therefore recent studies have emphasized the importance of examining how teachers use their knowledge in teaching situations. Previous research has found that Geography preservice teachers responded to a text vignette, an instrument that simulates a…

The importance of mathematical connections in teaching mathematics is broadly acknowledged in the literature. Nevertheless, more research is needed to clarify how different types of mathematical connections manifest in classroom interactions and how they can support student learning. This article uses the commognitive framework to analyse 15…

Various sources suggest preparing teachers of early- or primary-age students to teach probability and statistics involves various challenges. Some of the approaches researchers take for resolving these challenges include developing preservice teacher content knowledge, pedagogical knowledge, as well as providing other opportunities to learn.…

This study examined general education teacher candidates (TCs)'s PK of translanguaging and how it shaped their professional identity. Adopting the reflective framework, data were triangulated and included the TCs' responses from: (1) two reflective assignments; (2) a class assignment; and (3) video transcripts of a final self-assessment. The…

Practical, or laboratory, work is a common pedagogical strategy used in school science classrooms, yet its effectiveness for enhancing student learning is contested. Developing teachers' pedagogical knowledge about planning for practical work can improve its effectiveness by ensuring that tasks are well-conceived and effective for linking what…