Assessing student teachers' ability to pose mathematical reasoning problems within their experiences in teacher education is essential due to their increasing challenges in preparing for 21st-century learning. This study investigates the quality of mathematical reasoning problems posed by student teachers. Thirty-four student teachers at a public…

Adventure Gap year programmes are becoming popular globally but there is still little research on their contribution to the development of soft skills of the participants. Using the Beyond Adventure Structured Adventure Gap Year Programme in South Africa, this study used a qualitative research approach where semi-structured interviews were…

Noticing is an essential skill for all teachers of mathematics. Mathematics teacher educators have utilized a variety of tools to practice and develop preservice teachers' (PSTs') ability to notice, which we extend to include photographs and learning trajectories. This article explores PSTs' noticing skills by analyzing work samples from a methods…

This study aims to determine the levels of twenty-first century learner and teacher skills use of teacher candidates studying in Northern Cyprus. It also aims to determine the relationship between the teacher candidates' levels of using their learner and teacher skills. The study employs a quantitative methodology, a single survey model with a…

The purpose of this study is to examine the effect of a professional development course based on information and communication technologies (ICTs) on mathematics teachers' skills in designing technology-enhanced task. A technology-enhanced professional development course for supporting mathematical reasoning is designed, implemented, and evaluated…

This study aims to determine the basic skills that 21st century teachers should have. The study is based on the opinions of 79 teachers working in different disciplines on four different campuses in Izmir. The qualitative study used storage technique and content analysis. The opinions of the participants were evaluated to clarify the skill…

Personal (PSs) and professional (PRs) skills are necessary to any physical education (PE) teacher, potentially having an impact on the quality of teaching and students' engagement in PE. In recent years, the Teachers' Personal and Professional Skills Questionnaire (TPPS-Q), composed of two 5-item dimensions (PSs and PRs), has been developed and…

Eliciting students' thinking is a key component of effective student-centered mathematics instruction, and research demonstrates promising approaches to developing this skill in pre-service teachers [PSTs] during methods courses. However, few studies have provided insight into how PSTs can be supported in continuing to develop the skill of…

This study aims to investigate the effect of the teaching practice course on gaining 21st century teacher skills for pedagogical formation group teacher candidates. Participants views on the course, 21st century teachers, 21st century students, and metaphors created regarding these are also examined. We employed an embedded mixed design. In the…

The study of the role of the pedagogy of partnership (PoP) in building the professional competence of future primary school teachers is relevant in the context of modern educational and pedagogical transformations, which require the preparation of teachers for new challenges and creating a favourable learning environment. Therefore, the aim of our…

This study draws on quantitative reasoning research to explain how secondary mathematics preservice teachers' (PSTs) modelling competencies changed as they participated in a teacher education programme that integrated modelling experience. Adopting a mixed methods approach, we documented 110 PSTs' competencies in Vietnam using an adapted Modelling…

This paper presents a systematic literature review of professional development programs in computational thinking (CT). CT has emerged as an essential set of skills that everyone should develop to participate in a global society. However, there were no pre-service or in-service teacher programs to integrate CT into the K-12 classrooms until very…

Purpose: This study examined how physical education preservice teachers (PSTs) developed adaptive skills in the planning of the lessons in the 5 weeks of an introductory physical education method course using the practice-based teacher education framework. Method: Twenty-two PSTs edited three lesson plans over the 5 weeks. A total of 150 lesson…

This paper presents Big Ideas of Measurement as a framework of students' thinking about measurement. Drawing from research-based evidence, the framework is a collection of key concepts that students must develop for a robust understanding of measurement and, as such, are key aspects of students' thinking teachers should learn to notice. In a case…

Mathematics teacher education programs in the United States are charged with preparing prospective secondary teachers (PSTs) to teach reasoning and proving across grade levels and mathematical topics. Although most programs require a course on proof, PSTs often perceive it as disconnected from their future classroom practice. Our design research…