The purpose of this intervention has been to improve pre-service physical education teachers' Technological Pedagogical Content Knowledge (TPCK or TPACK), Technology Integrated Self-Efficacy (TISE), and Instructional Technology Outcome Expectations (ITOE). A pre-/post-test design without a control group was used in the study. Participants were…

Problem Statement: Teachers have important roles in teaching critical reading skills that already exist in the curriculum. Teachers themselves should have critical reading skills and be able to identify them so as to be able to teach these skills to their students. Therefore, it becomes necessary to determine the extent to which pre-service…

Teachers who are no longer considered novices can have a difficult time admitting failures. There is an expectation that teachers should be "on" all the time, but disorientation can happen even to veteran teachers--or maybe especially to veteran teachers--if expectations are too high. Sarah Cooper, an experienced teacher and dean of…

Early childhood teachers should have extensive knowledge about language and language development, because these facets of professional knowledge are considered as important requirements for fostering language development in early childhood education settings. It is assumed that early childhood teachers acquire this knowledge during pre-service…

The purpose of this article is to present the new National Science Teachers Association-Standards for Science Teacher Preparation (NSTA-SSTP). The Council for the Accreditation of Educator Preparation (CAEP) is the new national accreditation organization for programs of education. NSTA collaborates with CAEP to establish content specific standards…

There is a longstanding recognition in the field of language education that teachers must continually shape and reshape their knowledge of teaching and learning throughout their careers (Farrell, 2015). Much of a teacher's early knowledge is developed initially in teacher education programs, and then through teaching experiences and…

Beginning teachers often report feeling less than adequately prepared by their teacher education programs in the area of classroom and behaviour management (CBM). This article reports the prevalence of evidence-based practices in the coursework content on offer in Australian undergraduate primary teacher education programs. First a set of CBM…

Research has indicated that experts' subject matter knowledge structures (SMKSs) differ from those of novices in that they contain more cross-linking, interconnections, and overarching thematic elements, characteristics that are in accordance with those espoused in current reform documents. Unfortunately, teachers' SMKSs are not…

A great amount of research has been carried out world-wide to promote history of science as a powerful science teaching tool. Because the ways of choosing and using historical elements depend on teachers' or researchers' educational purpose, any attempt to support a single model-to-use seems difficult and probably irrelevant. However,…

This article describes the first phase of a longitudinal study that examines the impact of teacher preparation programs on the literacy instructional practices of teacher candidates. Case summaries and cross-case analysis by 12 researchers of 10 teacher preparation universities across the United States determined (1) the signature aspects of…

Teachers' professional learning can be enhanced by positioning teachers as practitioner researchers and professionals who are capable of generating change within their local educational communities. In this article a teacher's story is used to show how teacher knowledge was developed and how teachers designed research questions, gathered evidence…

This study is about student teachers' conceptual understanding of shapes. While the National Curriculum Statement stipulates that by the time learners exit high school they should have grounded knowledge of basic geometry and know shapes such as polygons and polyhedrons and their properties, this study finds that the majority of student teachers…

The purpose of this study was to compare The University of Southern Mississippi elementary education teacher candidates that completed the online or traditional route to determine if there was a significant difference in professional knowledge and skills using Praxis II test scores. The participants included 60 Teacher Assistant Program (TAP)…

[This paper is part of the Focused Collection on Astronomy Education Research.] We examined teachers' spatial-scientific reasoning and the alternative conceptions they held regarding Earth-space content. While participating in a professional development (PD) workshop, teachers engaged in an integrated mathematics and science project-based unit…

This paper analyzed elementary teacher education (hereafter 'TED') programs in the top performing European (TIMSS) countries to help inform future elementary TED policy in the Kingdom of Saudi Arabia. Methodological emphasis revolved around how much emphasis should be placed on general content knowledge (GCK), as opposed to general pedagogical…