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Gal, Adiv – Studying Teacher Education, 2023
This collaborative self-study with pre-service teachers describes a process of examining the use of drawings as a pedagogical tool at a tertiary institution of learning. Hence, this research examines the question: What can I learn from my students to improve the use of drawings as a pedagogical tool and thus improve my work as a teacher educator?…
Descriptors: Preservice Teachers, Freehand Drawing, Participatory Research, Teaching Methods
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Mustafa Polat – FIRE: Forum for International Research in Education, 2022
Education has been one of the areas most affected by the consequences of the COVID-19 pandemic since December 2019. This bibliometric review presents "the big picture" of the knowledge production on educational research conducted between January 1, 2020, and October 31, 2021. For this purpose, the current status of the related knowledge…
Descriptors: COVID-19, Pandemics, Educational Research, Knowledge Base for Teaching
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Ryan S. Nixon; Adam Bennion – Science Education, 2025
Although teachers have opportunities to learn about many things through teaching experience, we know little about how they develop science subject matter knowledge in this setting. With both limited opportunities to learn science subject matter knowledge before becoming teachers and minimal science professional development available while working…
Descriptors: Elementary School Teachers, Elementary School Science, Knowledge Base for Teaching, Faculty Development
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Naneh Hovanessian; Gevorg Minasyan; Armen Nurbekyan; Mattias Polborn; Tigran Polborn – Education Economics, 2025
The COVID-19 pandemic has forced a shift from traditional face-to-face instruction to online learning. We analyze how this shift has affected learning outcomes, using a rich data set from a financial literacy training of schoolteachers in Armenia. Online training worked well for relatively simple skills (acquiring theoretical financial knowledge)…
Descriptors: Foreign Countries, COVID-19, Teacher Education, Pandemics
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Ben Kotzee – Educational Theory, 2025
The debate about the ethics of belief is a classic and it has given rise to wide-ranging debates in epistemology, the philosophy of language, the philosophy of mind, as well as in ethics. In epistemology, the question is what the norms of belief are -- should one believe what is true, what is well-evidenced, what is pragmatic or what? -- and this…
Descriptors: Academic Standards, Educational Principles, Ethics, Knowledge Base for Teaching
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Kosol Lertlam; Chaiyuth Sirisuthi; Vanich Prasertporn – International Education Studies, 2024
Teacher competency is crucial for the quality development of learners. Teachers with high competence in learning management will result in high-quality learners. This research aims 1) to study the components and indicators of teachers' competency in teaching railway control and maintenance. 2) to study current conditions, desirable conditions,…
Descriptors: Program Development, Faculty Development, Teacher Competencies, Vocational Education Teachers
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Eric Mensah; Georgina Attachie – Curriculum and Teaching, 2024
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…
Descriptors: Pedagogical Content Knowledge, College Faculty, Universities, Teacher Qualifications
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Daniel Brehmer; Andreas Ryve – Mathematics Teacher Education and Development, 2024
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…
Descriptors: Mathematics Teachers, Faculty Development, Program Effectiveness, Teacher Competencies
Alisha Kay Privette – ProQuest LLC, 2024
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…
Descriptors: Formative Evaluation, Beginning Teachers, Vocational Education, Teacher Attitudes
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Mikeska, Jamie N.; Cisterna, Dante; Lakhani, Heena; Bookbinder, Allison K.; Myers, David L.; Vaval, Luronne – Science Education, 2023
Despite the importance of developing elementary science teachers' content knowledge for teaching (CKT), there are limited assessments that have been designed to measure the full breadth of their CKT at scale. Our overall research project addressed this gap by developing an online assessment to measure elementary preservice teachers' CKT about…
Descriptors: Elementary School Teachers, Knowledge Base for Teaching, Scientific Concepts, Science Teachers
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Bilcík, Alexander; Bilcíková, Jana; Lajcin, Daniel; Barnová, Silvia – Acta Educationis Generalis, 2023
Introduction: The undergoing globalization brings epidemiological, economical, energetical, and environmental security risks. The current task in the field of improving the quality of the environment is educating students in schools for adaptation to the climate change and mitigating its impact on the life and health of living organisms. Methods:…
Descriptors: Foreign Countries, Environmental Education, Global Approach, Teaching Methods
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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
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Dogan Coskun, Sumeyra; Isiksal Bostan, Mine – Pedagogical Research, 2022
This study investigates pre-service elementary teachers' mathematical knowledge in teaching for length measurement. More specifically, this study compares the foundation and transformation knowledge of pre-service elementary teachers from Turkey and the United States. The current study examines similarities and differences between them by applying…
Descriptors: Preservice Teachers, Elementary School Mathematics, Knowledge Base for Teaching, Measurement
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Julianne A. Wenner; Sarah Lausch; Megan Frary; Paul Simmonds – Journal of College Science Teaching, 2024
"Those who can't do, teach." This adage is common, perhaps because the general public does not fully understand what teachers do. Here, we describe our findings from a collaborative project, GIFT (Graduate Identity Formation through Teaching), in which STEM graduate students (GSs) taught science content to teacher candidates (TCs) and…
Descriptors: Graduate Students, Teaching Experience, Science Education, Science Instruction
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Masriyah; Ahmad Wachidul Kohar; Endah Budi Rahaju; Dini Kinati Fardah; Umi Hanifah – Center for Educational Policy Studies Journal, 2024
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…
Descriptors: Student Teachers, Student Teacher Evaluation, Mathematics Skills, Problem Solving
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