The conceptualization of pre-service teachers' knowledge integration typically involves the distinction of two types: first-order knowledge integration, which includes merging domain-specific knowledge entities into a common knowledge base, and second-order knowledge integration, which refers to the integrated (simultaneous) application of…

Knowledge required to teach mathematics at the university level is a current and relevant research topic in Mathematics Education. Thus, the case study presented in this article pertains to one mathematics lecturer whose knowledge is examined focusing on his delivery of a Multivariable Calculus course. The data required were gathered via classroom…

This collaborative self-study with pre-service teachers describes a process of examining the use of drawings as a pedagogical tool at a tertiary institution of learning. Hence, this research examines the question: What can I learn from my students to improve the use of drawings as a pedagogical tool and thus improve my work as a teacher educator?…

This article examined influences of academic and professional qualifications on the content knowledge, pedagogical knowledge and pedagogical content knowledge of lecturers. Research findings demonstrated no statistically significant influence of academic and professional qualifications on lecturers' PCK. Based on academic and professional…

It is indicated that research on professional development programmes (PDPs) for mathematics teachers mostly concerns whether a programme affects the teachers' practice or student learning, while the teachers' learning is treated as a "black box." Calls have been made for a shared body of knowledge on teachers' professional learning and…

Despite the importance of developing elementary science teachers' content knowledge for teaching (CKT), there are limited assessments that have been designed to measure the full breadth of their CKT at scale. Our overall research project addressed this gap by developing an online assessment to measure elementary preservice teachers' CKT about…

Purpose: Our research examined the effects of a content course in a physical education teacher education program. Methods: Ten participants were recruited from a physical education teacher education content course to examine participants' common content knowledge (CCK) and specialized content knowledge (SCK) in tennis and badminton. Descriptive…

This longitudinal study examines the use of a mandatory learning module in an initial teacher education (ITE) programme that aims to develop the practical knowledge of pre-service teachers (PSTs) in a Chinese Normal university. Guided by formative interventions, data were collected from videotaped discussion meetings, teaching activities, and…

This paper examines the extent to which there has been a shift towards disciplinary knowledge in recently developed curriculum documents in New Zealand and evaluates whether a new "Understand, Know, Do" structure for the curriculum has the potential to facilitate coherent design of teaching programmes and "deep learning." Using…

The success of tertiary teaching depends much on teachers' approach to teaching. Although the suitability of university teachers is often measured by teachers' qualifications, publications in the relevant discipline, and teaching experience, a teacher's understanding of the nature of what is taught in the classroom may more significantly influence…

In this paper, we investigate the links between prospective elementary teachers' (PTs') ability to notice student mathematical thinking, their mathematical knowledge for teaching (MKT) and their ability to decompose learning goals into component conceptual parts (Morris et al., 2009). Previously, researchers have proposed theoretical connections…

Background: Various forms and types of knowledge have enjoyed legitimacy in physical education (PE) since sports techniques became the orienting idea for PE in economically advanced countries in the mid-twentieth century. The forms and types of knowledge granted legitimacy at any one moment are dependent on a range of socio-discursive factors. In…

Teacher knowledge is vital to provide meaningful learning opportunities. In this case study, a secondary education teacher's knowledge about how to teach the concept of ecosystems from a river is explored. A category system drawn from the literature about science teacher knowledge was used for the analysis. Science teaching requires teachers to…

High-Leverage Practices (HLPs) are a fundamental set of skills teachers should use consistently in the classroom to positively impact both their own capabilities and their students' learning. In our state, the five most important HLPs have been embedded into multiple courses across several educator preparation programs (EPPs). We asked preservice…

Presenters' pedagogical choices are strongly affected by whether they view knowledge as coherent or fragmented. This mixed-methods survey study seeks to contribute to epistemological discussions and associated pedagogical suggestions in the context of mole ratio related mistakes evident in stoichiometry calculations performed by in-service…