Stephens (2008) described structural thinking as an awareness of the way different occurrences of a mathematical property develop into correct generalisations. Many primary pre-service teachers (PSTs) graduate from their tertiary studies without the ability to notice structural thinking. In this study, two primary PSTs learned to notice structural…

The "2016 Knowledge for Teaching Early Elementary Mathematics" (2016 K-TEEM) test measures teachers' mathematical knowledge for teaching early elementary mathematics. The 2016 K-TEEM is the third version of the K-TEEM (Schoen, Bray, Wolfe, Tazaz, & Nielsen, 2017). In this report, we present results of the first large-scale field test…

Approximately 20% of students in the general education classroom have difficulty learning to read. Thus, elementary school teachers will encounter children with diagnosed or undiagnosed dyslexia in their general education classroom. Students with dyslexia may have trouble in the areas of reading, spelling, writing, and other language processing…

The present study was conducted to analyze the understanding level of the prospective teachers studying in the second grade of elementary mathematics undergraduate program, on the topic of electric charge which is taught in compulsory Physics II. Totally 45 prospective teachers, 36 women and 9 men, have participated the study. The data of the…

In this case study, we describe an inquiry-based approach to enhancing tuition in chemistry by taking student teachers out of the lab and into nature. We used video observation and interviews to gain insight into student teachers' expectations and experiences of such fieldwork. Through thematic analysis, we found that the participants perceived…

This study examined the impact of an intervention, focused on professional noticing of children's conceptual development in whole number and arithmetic reasoning, on preservice elementary teachers' (PSETs') professional noticing skills, attitudes toward mathematics, and mathematical knowledge for teaching mathematics. A video-based professional…

Historically, efforts to prepare teachers have relied on teaching preservice teachers bits of knowledge across various courses in a way that results in the accumulation of broad knowledge and skills for teaching. In contrast, practice-based teacher education focuses on the act of teaching by emphasizing deliberate practice, reflection and decision…

This research study surveyed 100 undergraduate teacher education students in a regional university in Australia, explored self-reported perceptions of their knowledge about students with exceptional needs, and their competence to be effective educators of these students in an inclusive classroom. Additionally, we included a measure of general…

This article provides an historical analysis of major reforms in teacher education, beginning in the 1970s, specifically focusing on the opportunities each reform presented to build a shared agenda across pre-service general and special education, and the constraints that operated on them. The analysis revealed the existence of several such…

This paper explores metaphors as a process of professional learning, and as a research method to interrogate professional knowledge landscapes (PKLs) within the flexible space and time of online pre-service teacher education. The methodology comprised five pre-service teacher educators with different disciplinary areas of responsibility engaging…

Corpora are essential tools in the teaching of English as an international language (EIL). With the advent of high-powered computers, online corpora have been developed with the potential to transform how EIL is taught both inside and outside the classroom, since anyone with a mobile device and internet access can now take advantage of numerous…

Both scholars and professional standards identify teachers' knowledge of students as important to promoting effective instruction and student learning. Prior research investigates two such types of knowledge: knowledge of student thinking and teacher accuracy in predicting student performance on cognitive assessments. However, the field presents…

In this study, we investigate the relationship between teachers' noticing and the quality of their mathematics instruction. We analyzed the conversation of seven elementary teachers around five coaching cycles and scored their level of noticing and the mathematical quality of the instruction of the lesson. We compared teachers' noticing levels…

This multicase study examines how three teachers enacting ambitious instruction purposefully designed and used their classroom as a "place of science" in which students participated in disciplinary practices. A place of science is a location that shapes the norms, values, and history of disciplinary practices. Each participant's…

The aim of this study is to determine pre-service social studies teachers' views about the Teaching Knowledge Test (TKT). The study was conducted within the framework of case-study which is one of the qualitative research methods. The study-group consists of 13 pre-service teachers. Two semi-structured interview forms were used to collect data.…