Theorizing and exploring teacher learning contexts is critical to understanding reform-based instructional changes. Research on professional learning, organizational contexts, and science reform has grown over the years, particularly since the unveiling of the Framework for K-12 Science Education in the United States. In this article, the authors…

Art and Science are often perceived as distant domains. In addition, as knowledge becomes increasingly specific, the lack of communication among Art and Science practitioners can intensify. As a result, the division (or fragmentation) of these fields limits a holistic understanding of themselves and the deep historical connection between them. On…

In the 21st century, prospective teachers must think critically, communicate, collaborate, be creative, and use digital technology. However, many prospective teachers still who do not have these abilities. This study aims to analyze the strengthening of competencies of teacher graduates through the e-mobility international collaboration program…

The most important problem for high-quality and effective education in a university is the creation of a set of competencies that reflect the results of the development of educational programs. The purpose of the study is to address the most important problem in achieving high-quality and effective education at a university, which is the…

The purposes of the research were to (1) study the quality of reflections among student teachers in the categories of self-reflection and peer feedback and (2) compare the level of reflection between groups of teachers with less and more teaching experience. The sample consisted of 112 general science student teachers. An analytical framework of…

Preservice teachers in science education courses do not generally experience informal, authentic science education practices in their fieldwork. This study used the Scholarship of Teaching and Learning to frame a study that integrated informal science teaching experiences with a university teacher education science methods course. The results…

Katie Milton Brkich et al., "The Rejection of the NGSS in Georgia: Social Covenants as Contextually Mitigating Factors," offers a compelling critical analysis that highlights how social-political influences, introduced as covenants, shape curricular decisions that may limit science literacy within the curricular landscape of science…

This forum piece extends the conversation within Katie Milton Brkich, Alejandro J. Gallard Martínez, Wesley Pitts, and Silvia Lizette Ramos de Roble's article 'The Rejection of the NGSS in Georgia: Social Covenants as Contextually Mitigating Factors,' by looking at potential implications for diverse learners and novice teachers. I draw on the…

Science education scholars agree that it is important for teachers to be prepared to teach science as more than facts and information. Part of this preparation is understanding the nature, history, and philosophy of science and its impact on scientific knowledge. However, research has shown that science teachers are often unfamiliar with the ideas…

The paper investigates how teacher trainees in higher education geography and external, non-scientific partners perceive and experience collaborations in an active teaching and learning approach. Such formats are recommended in education for sustainable development (ESD) but are likely to be challenging experiences for all actors involved. The…

Across the nation, schools and districts are looking for effective and sustainable teacher recruitment and retention strategies. This study examines a teacher residency program throughout four high-needs districts of a year-long teacher residency program. Using three types of data, we collate residents' responses and present individual case…

Computational Thinking (CT) has emerged as a fundamental aspect of modern science education, especially within pre-service teacher education. This study examines the current landscape of CT integration in pre-service science teacher education, drawing insights from an analysis of 18 empirical studies conducted since the implementation of the Next…

There are conditions that lead professors to use different text formats in quantum physics courses. Studying these conditions is an important aspect to understand the dynamics of physics pedagogy, and philosophy of science can be used as an orientation to do so. A case study was conducted at a Brazilian initial physics teacher training program.…

As part of a joint European-Israeli project for developing modernised curricula on migrants' lives (DEMO), academic courses were adapted to meet the needs of a population served by a Palestinian teacher-education college in Northern Israel. Arab minority students, in many cases descendants of displaced people, attended two courses within the…

This paper addresses the important question of the nature of the subject matter (content knowledge) that should be a base for a science teacher education curriculum. We present our argument in two parts. Firstly, we report an argument conceptualising the nature of content knowledge for science teaching that we called TerSCK. This is followed by a…