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Ifunanya Julie Adaobi Ubah; Sarah Bansilal – Problems of Education in the 21st Century, 2018
Many researchers and education stakeholders in South Africa point to the need to develop teachers' personal knowledge of the mathematics concepts that they teach to their learners. In this research study we explore the understanding of 42 pre-service mathematics teachers of one aspect of school level mathematics, that of quadratic functions. Data…
Descriptors: Preservice Teachers, Mathematics Teachers, Knowledge Base for Teaching, Foreign Countries
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Rocha Erkaya, Odiléa; Ergünay, Onur – International Journal of Contemporary Educational Research, 2021
The purpose of the study is to explore the voices of pre-service ELT teachers on their prospective needs and desires for their pre-service teacher education curriculum. A qualitative research was conducted with freshman and sophomore students at an ELT Department in a Faculty of Education of a public university in Turkey. To reach an in-depth…
Descriptors: Foreign Countries, Preservice Teachers, Student Attitudes, Language Teachers
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Vollmer, Helmut Johannes – Journal of Curriculum Studies, 2021
This contribution will outline the development of a specific approach of theoretical educational thinking in Germany, associated with the notions of "Didaktik"/didactics and "Fachdidaktik"/subject-matter didactics as well as its comparative, generalized form called "General Subject Didactics" (GSD). The first one…
Descriptors: Educational Philosophy, Educational Theories, Intellectual Disciplines, Teaching Methods
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Yenmez, Arzu Aydogan; Çelik, Tugba – Journal of Teacher Education and Educators, 2021
Sociomathematical norms are the explicit or implicit arrangements that affect participation in mathematics classes and the emerging interactive structure of mathematical practice. For effective instruction, the teacher should guide the creation and development of acceptable sociomathematical norms. Thus, pre-service teachers should be given…
Descriptors: Mathematics Instruction, Instructional Effectiveness, Social Behavior, Norms
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González, Orlando – Statistics Education Research Journal, 2021
Many studies have reported on the influence of teachers' conceptions of variability on different aspects of their professional knowledge for teaching statistics and their classroom practices. However, research on these kind of conceptions is still scarce, particularly in Latin American countries like Venezuela. In an effort to help fill this gap,…
Descriptors: Statistics Education, Mathematics Teachers, Mathematical Concepts, Knowledge Level
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Sahin, Gün Erol; Demirbas, Çagri Öztürk – Participatory Educational Research, 2021
The study aimed to investigate how social studies teachers give information about the immediate environment in lessons and determine course objectives through non-formal school activities. The study sample consisted of 38 social studies teachers working in Kirikkale province in the 2018-2019 academic year. The data were analyzed with content…
Descriptors: Foreign Countries, Social Studies, Knowledge Level, Geography Instruction
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Buchbinder, Orly; McCrone, Sharon; Capozzoli, Michelle; Butler, Rebecca – North American Chapter of the International Group for the Psychology of Mathematics Education, 2021
It has been suggested that integrating reasoning and proof in mathematics teaching requires a special type of teacher knowledge -- Mathematical Knowledge for Teaching Proof (MKT-P). Yet, several important questions about the nature of MKT-P remain open, specifically, whether MKTP is a type of knowledge specific to teachers, and whether MKT-P can…
Descriptors: Preservice Teachers, STEM Education, Mathematics Skills, Knowledge Level
Diana L. Kelley – ProQuest LLC, 2021
Schools currently face a great deal of accountability to ensure students with disabilities are meeting rigorous achievement standards and develop the skills needed to be independent and successful upon graduation. Despite this expectation a large achievement gap between students with disabilities and their peers persists. To address these gaps,…
Descriptors: Teacher Attitudes, Secondary School Teachers, Attitudes toward Disabilities, Students with Disabilities
Erin K. Bojanek; Sheida K. Raley; Karrie A. Shogren; Kathleen Lynne Lane – Grantee Submission, 2021
There is limited research examining professional development for general and special education teachers implementing self-determination interventions. This study presents outcomes of a 2-day professional development training for the Self-Determined Learning Model of Instruction (SDLMI) for general and special educators guided by key elements of…
Descriptors: Faculty Development, Special Education Teachers, Self Determination, Teaching Methods
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Erin K. Bojanek; Sheida K. Raley; Karrie A. Shogren; Kathleen Lynne Lane – Inclusion, 2021
There is limited research examining professional development for general and special education teachers implementing self-determination interventions. This study presents outcomes of a 2-day professional development training for the Self-Determined Learning Model of Instruction (SDLMI) for general and special educators guided by key elements of…
Descriptors: Faculty Development, Special Education Teachers, Self Determination, Teaching Methods
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Sevinc, Serife; Galindo, Enrique – European Journal of Science and Mathematics Education, 2022
This study focused on a pre-service teacher's self-contemplations about the two opportunities provided in a field experience course, Formative Assessment Interviews (FAIs) and Model Building (MB), which were designed to support pre-service teachers developing the skills of noticing students' mathematical thinking. In the field experience,…
Descriptors: Mathematics Skills, Thinking Skills, Preservice Teachers, Formative Evaluation
Courtney P. Brown; Lauren Lewis Cline; J. Shane Robinson – Journal of Agricultural Education, 2022
Despite agricultural education's prioritized efforts to increase diversity, people of color remain minimally represented. The overwhelming majority of all School-Based Agricultural Education (SBAE) teachers are White, non-Hispanic. The limitations of SBAE teachers' prior experiences or knowledge base of ethnic and racial diversity could lead to…
Descriptors: Transformative Learning, Agricultural Education, African American Students, Knowledge Base for Teaching
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Michalsky, Tova – Teachers College Record, 2020
Background: Self-regulation in learning (SRL) represents a major topic in educational research. Nevertheless, there remains a gap in the research concerning how teachers can incorporate SRL into the classroom. This study focuses on the Professional Vision for SRL (PfS) method, which aims to bridge the gap between theory and practice so that…
Descriptors: Preservice Teachers, Student Attitudes, Professional Development, Knowledge Base for Teaching
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Smith, Colten J.; Sorensen, Tyson J.; Burrows, Michelle; Lawver, Rebecca G. – Journal of Agricultural Education, 2020
With the national shortage of school-based agricultural education (SBAE) teachers and subsequent shortage of skilled workers in food, agriculture, and natural resources careers, more expansive recruitment and retention efforts are needed. Traditionally, preservice teachers in agricultural education originate from within SBAE, yet, some non-SBAE…
Descriptors: Student Motivation, Student Experience, Majors (Students), Agricultural Education
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Morais, Rosilda dos Santos – Pedagogical Research, 2020
This paper aims at making theoretical-methodological contributions to investigations that analyze the production and systematization of knowledge about teacher training and teaching by experts in education. To do so, we consider studies in the fields of History of Education and History of Mathematics Education. Our research work is justified, in…
Descriptors: Mathematics Education, Teacher Education, Educational History, Historiography
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