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…

Governments and policymakers around the world are encouraging teachers to teach numeracy across the curriculum. This paper proposes a theoretical framework for the knowledge required to teach numeracy across multiple disciplines. The concept of teacher knowledge is complex and consists of many different facets of knowledge. This paper proposes a…

The teacher's central role in technology integration and the challenges of that integration emphasise the need for a deeper understanding about the teacher's knowledge required to teach with technology. Based on previous work and a systematic literature review, we identified three knowledge models often used: TPACK, KTMT and PTK. The goal of this…

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…

The purpose of this mixed methods study was to examine the implementation of training and practices of formative assessment for new North Carolina Career and Technical Education (CTE) teachers. The study investigated new CTE teacher levels of knowledge, the strategies they use, and the challenges they face. This study aimed to improve the quality…

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 study examines teachers' material development literacy, focusing on their perceptions and levels of knowledge. Using a survey model, data were collected from 123 teachers from different disciplines and educational levels. Two data collection tools were employed to assess perceptions and theoretical knowledge, respectively (the Scale of…

The current case study probes two international language teachers' perspectives on the role culture plays in their perception of an effective language pedagogy through their personal practical knowledge narratives from a cultural ecological standpoint. To do this, two language teachers from two different cultural backgrounds (Iran and Japan) were…

Background/purpose. The role of early childhood education (ECE) teachers is very important in building the foundation of mathematics, such as recognizing counting, patterns, and problem solving. However, many teachers still face challenges in understanding mathematical concepts in depth. This study aims to investigate the level of Mathematical…

The distinction between "academic language" and its putative "conversational" or "everyday" counterpart continues to be used by some researchers, teacher educators, and practitioners to explain challenges faced by linguistically minoritized students in primary and secondary schools, in the United States and elsewhere.…

With the changes in Common Core State Standards, it was essential to explore how elementary pre-service teachers' sense of fractions is developing and their thoughts about how to teach fractions. A gap in practice exists because it is unknown how pre-service elementary teachers, after student-teaching, perceive their level of in-practice knowledge…

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…