Pre-service science teachers develop their teaching practices within and across the university and school contexts of their teacher education programs. The practices and visions of teaching and learning emphasized in each context are often disjointed, a problem referred to as the "two-worlds pitfall." Responding to the call for teacher…

The use of questioning to elicit student thinking is one of the cornerstones of ambitious teaching; thus, supporting prospective teachers in this complex practice is a core objective of mathematics teacher education. In this paper, we examine the academic rigor of the sustained questioning sequences prospective teachers use during instruction to…

This mixed-methods study utilized qualitative analysis and cross-tabulation, to identify differences in proportions between pre- and post-lesson plans for 16 secondary preservice general educators after having received instruction on UDL. Participants' lesson plans were qualitatively and quantitatively evaluated for the presence of UDL principles…

In the era of the Framework for K-12 Science Education and Next Generation Science Standards (NGSS), research on preparing preservice science teachers (PSTs) for NGSS-aligned teaching practices is important. In this study, we explored PSTs' sense-making around planning for Ambitious Science Teaching (AST) during their discussions of teaching in a…

Purpose: To investigate the adaptive competence of two physical education preservice teachers (PSTs) across two high school placements. Methods: TwoPSTseachtaughtfour6-lessonfrisbeeunitsacrosstwodifferenthighschools.Feedbackonlessonplans prior to teaching, guided reflection-on-action, and repeated teaching was used to support adaptations to six…

As one of the three dimensions of the Next Generation Science Standards (NGSS), the crosscutting concepts (CCCs) have a presumably equal role in science teaching and learning as the science and engineering practices (SEPs) and disciplinary core ideas (DCIs). While much research has focused on teachers' understanding and use of the DCIs and SEPs,…

Modern classrooms are increasingly diverse. Students vary in their academic abilities, personal interests, cultural and linguistic backgrounds, and previous experiences (Allen et al., 2013). To meet the varied needs of students, educators must adapt their instruction so all are able to find success. Modifying lesson plans and changing instruction…

This study examined how preservice teachers (PSTs) develop adaptive competence in teaching peers in an introductory physical education pedagogy course underpinned by a pedagogical cycle designed to promote adaptive teaching competence. Two guiding research questions were: (a) what was the total number of adaptations that PSTs made in their peer…

The aim of this study is to investigate the change of prospective mathematics teachers' pedagogical content knowledge (PCK) on the linear equation and slope subject based on the lesson plan development and implementation process based on the 4MAT model. The concept of PCK was discussed in three components as content knowledge, knowledge of student…

Prospective teachers (PTs) experience the complexity of teaching when they start developing their teaching practice in their field experiences. PTs express to have challenges when enacting instructional strategies from teaching preparation and professional development programs because in most cases, PTs lack supports that can guide them in the…

This study was conducted to examine the effectiveness of an action plan applied for increasing the level of the strategy, model, method-technique knowledge, and planning and implementation skills of prospective Science teachers. The action research method was used in the study. The participant group consisted of pre-service science teachers…

The purpose of this study was to examine how pre-service teachers (PSTs) develop their teaching adaptive competence through teaching rehearsal and repeated teaching, which is one of the focused teacher education strategies in practice-based teacher education (PBTE). This study was conducted in an introductory teaching methods course of a physical…

Critical Literacy (CL) is a teaching strategy that is designed to promote critical consciousness and enact social justice change as learning occurs. Critical literacy can promote and included in teacher education programs as a tool to increase Pre-Service Teachers (PST) Culturally Responsive Teaching Self-Efficacy (CRTSE). The researcher examined…

It is difficult for mathematics teachers to find and utilize relevant historical content for their students. In this study, we aimed to examine how prospective mathematics teachers (PMTs) evaluate the history of mathematics (HM) in curriculum resources and how they integrate the HM into lesson plans. We collected data through PMTs' evaluation…

This paper presents an experience in which Lesson Studies (LS) are viewed as a lever for improving university teaching in Spain. The expansion of the LS model in the West is an indication of its value for improving teaching and provides us with different interpretations and variations of it. We will describe a process of Participatory Lesson Study…