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Estela Ene Ed.; Betsy Gilliland Ed.; Sarah Henderson Lee Ed.; Tanita Saenkhum Ed.; Lisya Seloni Ed. – Multilingual Matters, 2024
This book explores how EFL writing teacher education is theoretically, pedagogically, methodologically and sociopolitically shaped, given teachers' unique local contexts and circumstances. It showcases practitioners and researchers teaching in, or studying, geographic areas that have as yet been under-represented in international publications, and…
Descriptors: Second Language Instruction, Second Language Learning, English (Second Language), Writing Instruction
Timothy Hart-Ruiz – ProQuest LLC, 2024
Most elementary teachers (ETs) have majors in the humanities as undergraduates and much of the pedagogical training in a teacher preparation program tends to focus on literacy, so many ETs lack math pedagogical content knowledge and have a stronger knowledge of, and how, to teach literacy (Gonzalez-DeHass, et al., 2017; Bursal & Paznokas,…
Descriptors: Elementary School Teachers, Mathematics Instruction, Knowledge Base for Teaching, Preservice Teacher Education
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Geldenhuys, Cindy Jean; Fataar, Aslam – South African Journal of Education, 2021
Several teachers have recently started introducing coding into their teaching in primary schools. This comes on the back of the emerging prominence of educational technology and the teaching of computational skills at school level, in light of the country's policy commitment to the Fourth Industrial Revolution. Coding has been punted as 1 of 2…
Descriptors: Elementary School Teachers, Teaching Experience, Programming, Foreign Countries
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Scheiner, Thorsten; Montes, Miguel A.; Godino, Juan D.; Carrillo, José; Pino-Fan, Luis R. – International Journal of Science and Mathematics Education, 2019
The purpose of this article is to contribute to the discussion of mathematics teacher knowledge, and the question of what makes it specialized. In the first part of the article, central orientations in conceptualizing mathematics teacher knowledge are identified and the more serious limitations of the grounds on which they stand are explicated. In…
Descriptors: Mathematics Teachers, Mathematics Instruction, Knowledge Base for Teaching, Specialization
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Lesley Irvine; Sam Cunningham – Student Success, 2025
In a changing educational landscape, student engagement remains a prominent issue in research and practice. This study explores engagement from the student's perspective across multiple disciplines, year levels and delivery modes. It draws on 13,125 Student Evaluation of Teaching survey comments where students have used the word "engage"…
Descriptors: Foreign Countries, College Students, College Faculty, Learner Engagement
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Lubuva, Elisei Emili; Ndibalema, Placidius; Mbwambo, Esther – Journal of Learning for Development, 2022
This study assessed tutors' level of ICT competencies and factors that influenced application of ICT-pedagogical competencies in teaching in two Teachers' Colleges. It adopted the level of ICT competencies from the UNESCO ICT-Competence Framework for Teachers. A self-rating questionnaire was used to collect numeric data involving 70 tutors. Two…
Descriptors: Tutors, Technological Literacy, Information Technology, Schools of Education
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Alharbi, Badr – Problems of Education in the 21st Century, 2022
Saudi teachers are unsure how to include critical thinking into their classrooms. This study aimed at identifying the knowledge of Saudi teachers regarding critical thinking skills and exploring their attitudes towards improving Saudi students' critical thinking skills. To identify if there are statistically significant differences at the level of…
Descriptors: Foreign Countries, Knowledge Level, Knowledge Base for Teaching, Critical Thinking
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Noyes, Amira; Ritchie, Krista C.; King, Sara – Canadian Journal of School Psychology, 2022
It is important to understand the readiness of pre-service teachers (PSTs) to use evidence-based practices (EBP) upon entering the field. This study had two objectives: (1) pilot a measure of EBP previously validated with health professional students (EBP-KAP), and (2) investigate PSTs' knowledge and perceptions of EBP. Fifty-seven PSTs completed…
Descriptors: Evidence Based Practice, Knowledge Base for Teaching, Preservice Teachers, Teacher Education Programs
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Kerkhoff, Shea N.; Behizadeh, Nadia; Olan, Elsie Lindy – New Educator, 2022
In this article, we reflect on pedagogy we implemented to help teachers enact praxis in their classrooms. We explore how our own classroom spaces inadvertently reified banking education and ways we can disrupt the "schoolishness of school" in teacher preparation. We share a series of reflective vignettes from each author followed by a…
Descriptors: Praxis, English Instruction, Teaching Methods, Culturally Relevant Education
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Hill, S. Laurie – McGill Journal of Education, 2022
Education programs increasingly emphasize the development of strong core beliefs and values to support professional judgment for pre-service teacher practice. The ability to critically integrate multiple perspectives is an expected foundation for the pedagogical decisions and professional responsibilities preservice teachers carry out. This…
Descriptors: Preservice Teachers, Preservice Teacher Education, Teacher Education Programs, Professional Identity
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Tina Lidström – European Educational Research Journal, 2024
Transnational policy discourses shape teacher professionalism through discursive patterns in policy initiatives from the global policy actor, OECD. The policy idea of 'the teacher assistant' has emerged through discourses on teacher professionalism, spurring ambiguities regarding what the policy idea is and ought to be in Sweden. The aim of this…
Descriptors: Teaching Assistants, Foreign Countries, Public Policy, Government School Relationship
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Ximena D. Burgin; Mayra C. Daniel; Sheila S. Coli; Leslie Matuszewich – Teaching & Learning Inquiry, 2024
This qualitative case study examined 11 teaching assistants' (TAs) awareness of the need to infuse culturally responsive pedagogy into undergraduate level courses. The TAs represented the fields of political science, history, English, psychology, world languages, and kinesiology at one public university. One-on-one interviews were conducted,…
Descriptors: Teaching Assistants, Culturally Relevant Education, Teaching Methods, Knowledge Base for Teaching
Christa Marie Wallace – ProQuest LLC, 2024
Faculty positions are commonly based on the person's credentials, publishing, grants, and research. Institutions rarely focus on faculty's curriculum and instructional backgrounds: the growing concern is, why? The purpose of this study was to examine higher education leaders' assumptions, perceptions, and expectations about how to make faculty…
Descriptors: Higher Education, Administrator Attitudes, Teacher Attitudes, Deans
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Salih Cepni; Mirac Aydin; Kubra Ada Yildiz; Salih Birisci; Cem Ozkan; Cemal Yalabuk – International Journal of Science and Mathematics Education, 2024
The importance of integrating effective teaching strategies in Professional Development (PD) programs for Educational Robotics (ER)-based Science Technology Engineering and Mathematics (STEM) education is increasingly recognized. However, we need to add to the growing body of studies on comprehensive instructional approaches for teaching robotics…
Descriptors: STEM Education, Knowledge Base for Teaching, Robotics, Faculty Development
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Chen Zilai – SAGE Open, 2024
Providing long-term career guidance is an increasingly important role of public universities. Career services have become one of the most important evaluation factors for universities. This study used a mixed-methods approach to track and measure students satisfaction with career services in a public university in China. We designed and validated…
Descriptors: Foreign Countries, Undergraduate Students, Career Centers, Career Counseling
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