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The Effectiveness of Content Knowledge Instruction in Tennis and Badminton in Physical Education Teacher Education
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Won Seok Chey; Phillip Ward; Leslie Dillon; Rio Watanabe; Sam Meyerhoff; Fabián Arroyo-Rojas – Journal of Teaching in Physical Education, 2025
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…
Descriptors: Physical Education Teachers, Teacher Education Programs, Pedagogical Content Knowledge, Racquet Sports
Where Powerful Knowledge and Pedagogical Content Knowledge Intersect: The Case of Knowledge and Beliefs for Teaching School Geography through Inquiry
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Shu Jun Lee; Jeana Kriewaldt – International Research in Geographical and Environmental Education, 2025
Despite global interest in inquiry as a teaching and learning approach for school geography, little is known about teachers' knowledge and beliefs for teaching geography through inquiry. This paper reports on findings from a survey of 44 Victorian secondary teachers' knowledge, beliefs and practice of teaching geography through inquiry. Our…
Descriptors: Foreign Countries, Secondary School Teachers, Geography Instruction, Inquiry
What Knowledge Do Science Teachers Need to Teach the Ecosystem Concept Using a River? Didactic Implications to Promote Good Practices in Secondary School
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Mireia Illescas-Navarro; Yolanda González-Castanedo; María Ángeles de las Heras Pérez; Nuria Climent Rodríguez – European Journal of Science and Mathematics Education, 2025
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…
Descriptors: Science Teachers, Knowledge Base for Teaching, Ecology, Water
Pre-Service Elementary Teachers' Technological Pedagogical and Content Knowledge in Lesson Planning and Post-Lesson Reflection Discourses on Science Classes Using Virtual and Augmented Reality Content
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Seok-Hyun Ga; Hyun-Jung Cha; Hye-Gyoung Yoon – Journal of Science Education and Technology, 2025
Virtual reality (VR) and augmented reality (AR) are revolutionary technologies extensively used in science education. However, there has been insufficient discussion of teachers' expertise in using VR/AR. This study explored how pre-service teachers use VR/AR technology in science education based on the technological pedagogical and content…
Descriptors: Elementary School Teachers, Preservice Teachers, Technological Literacy, Pedagogical Content Knowledge
The Relationship between Propositional Teacher Knowledge and Classroom Teaching Practice: The Case of Chinese Novice Mathematics Teachers
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Boran Yu; William C. Smith; Yiming Cao – Asia Pacific Journal of Education, 2025
Propositional teacher knowledge is recognised as valuable in classroom teaching practice, yet little attention has been paid to it relative to practical knowledge. This mixed-methods study aimed to understand the relationship between teachers' propositional knowledge and their classroom teaching practice in the collaborative school context using…
Descriptors: Mathematics Teachers, Knowledge Base for Teaching, Pedagogical Content Knowledge, Knowledge Level
Complex Instruction: Developing Teachers' Professional Knowledge and Practice in Brazil
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Tatiana Hochgreb-Hägele; Guilherme Luis Desiderio; Agnaldo Arroio; Andrea Schmitz-Boccia – Intercultural Education, 2025
'Programa de Especialização Docente Brasil' (PED Brasil) is a learning and professional development program in mathematics or science education for primary or secondary in-service schoolteachers. Designed to be a teacher education program that addresses issues related to educational quality and equity in racially, socially, and academically…
Descriptors: Foreign Countries, Mathematics Education, Science Education, Elementary Secondary Education
Science Teachers' Beliefs about Teaching and Learning Related to Content and Procedural Goals
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Verena Petermann; Andreas Vorholzer; Claudia von Aufschnaiter – Journal of Research in Science Teaching, 2025
Science teachers' beliefs about teaching and learning are a vital component of teachers' professional competence and are often assumed to impact classroom practice. To date, these beliefs have been predominantly investigated regarding teaching and learning in general or for a particular science subject (e.g., physics). It remains to be determined…
Descriptors: Foreign Countries, Science Teachers, Science Education, Teacher Attitudes