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The adoption of Emergency Remote Teaching (ERT) during the COVID-19 Pandemic brought a shift in how lecturers teach in higher education, posing a threat to the usual development of competencies in students. This study aimed to uncover the knowledge and skills backlogs experienced by pre-service teachers. The study is framed within various concepts that characterize an ideal science teacher. Using a qualitative case-study design, data were collected through interviews with nine pre-service teachers who were subjected to the ERT. Transcripts of the interviews were analyzed thematically using the established framework as a lens. The findings indicate that while the science pre-service teachers acquired some technological knowledge, there was a concurrent loss of sufficient content knowledge, a crucial prerequisite for the development of Pedagogical Content Knowledge (PCK). Additionally, the pre-service science teachers highlighted alack of knowledge in practical work and the specific pedagogies essential for teaching science. The implications of these findings are discussed in the context of moving forward

Background/purpose: The purpose of this qualitative study was to identify strengths and deficits of alternative teacher certification programs, with particular emphasis on approaches to strengthening mathematical content knowledge and pedagogy. Materials/methods: Six participants included both teacher candidates enrolled in internship in the alternative master's elementary or early childhood program and recent graduates of the programs at a university in the southeast United States. Data were collected through semi-structured interviews conducted via an online focus group to elicit conversation among the participants of their combined perceptions of program-level recommendations to better prepare them to teach elementary mathematics. Using inductive, open coding of the transcribed data, the researchers identified and ultimately agreed upon the emerging themes related to perceptions of preparation program components. Results: Related to research question one, participants shared meaningful experiences related to the instructor modeling effective mathematics teaching practices that have impacted their own teaching. Related to research question two, five common themes, including recommendations for improvement, were revealed: Need for more preservice mathematics methods instruction and theory into practice; Preparedness for accommodating diverse needs; Analyzing student data to inform practice; Utilizing and securing available resources; and navigating curricular changes/district mandates. Conclusion: Based on the results of the study, teacher candidates in the elementary and early childhood alternative master's programs are in need additional content, pedagogy, and resources to effectively teach elementary mathematics.

Background: This research was motivated by noticing shortcomings in the TPACK framework, which does not take account of the affective dimension (e.g., emotions, moods, attitudes and values) of teaching and learning with and about technology, despite this being a key predictor of whether teachers incorporate technology into teaching and learning. Reimagining TPACK as TAPACK to explicitly engage with affect offers a way of leveraging the influential TPACK framework to foreground the affective domain and encourage preservice teachers (PSTs) towards meaningful technology integration in teaching and learning. Objectives: The goal of this research is to encourage teacher educators to explicitly engage PSTs with the affective dimension of integrating technology into teaching and learning by sharing strategies from our own research and practice. Methods: We deploy reflexive inquiry to draw on our experience teaching into technology focused teacher education courses to crystallize key shortcomings in the existing TPACK framework and suggest a possible way forward. Results and Conclusions: Our research suggests that engaging explicitly with the affective dimension by incorporating affect into the TPACK framework to become TAPACK may enhance technology focused teacher education courses by supporting PSTs to develop positive affective orientation towards technology, thereby increasingly the likelihood that PSTs will integrate technology into their practice.

With the system changes made in 2012 in Turkey, the fifth grade was transferred from the primary school level to the secondary school level. For this reason, secondary school teachers were forced to teach mathematics courses to a group of students they had never met before. Fifth-grade students do not deal with algebra and cannot use equations to solve problems. However, sixth-, seventh-, and eighth-grade students can benefit from algebra in problem-solving. In this context, non-routine problem-solving activities were used for the development of preservice secondary school mathematics teachers' problem-solving skills appropriate to the fifth-grade student level. The participants of the study were composed of 65 third-year preservice teachers studying in the secondary mathematics education department of a university in Turkey. A total of 12 non-routine problem-solving activities were conducted with the preservice teachers. A Problem-Solving Task consisting of 10 problems and semi-structured interviews were used as the data collection tools. At the end of the study, there was a positive development in both the problem-solving content knowledge and pedagogical problem-solving knowledge of the preservice teachers. In the interviews, the preservice teachers stated that the activities developed problem-solving skills appropriate to the fifth-grade level.

Discourse analysis, as a mainstream research method in classroom teaching, has gained widespread attention in education. Educators believe that children's thinking development requires support from interactive discourse. In this study, four primary school mathematics classes were segmented based on the form, frequency, content, and purpose of teacher-student interactions. A total of 73 dialogue segments were selected for coding, resulting in 338 codes. The coding process was based on the turn of talk and assigned corresponding coding numbers to the content of teacher-student discourse in the fragments according to the Bloom-Turney teaching questioning code list and the Hierarchical Framework of Student Thinking Level based on Biggs-Collis Structure of the observed learning outcome. The results show that Knowledge level question (Q1), Understanding level question (Q2), Application level question (Q3), Synthesis level question (Q5), and Evaluation level question (Q6) are related to students' low-level thinking. The questions of Analysis level (Q4), Synthesis level (Q5), and Evaluation level (Q6) are related to students' high-level thinking. We found that there are variety of interactive structures between teachers and students in the question and answer session, among which three interaction structures show significant performance, namely Q2 [right arrow] M (Multiple-point structural level) [right arrow] Q4 [right arrow] C (Correlational structural level), Q3 [right arrow] M [right arrow] Q4 [right arrow] C, Q3 [right arrow] M [right arrow] Q6 [right arrow] A (Abstract-extension level), these structures can show how teachers timely adjust the types of questions according to students' answers to improve students' thinking level.

With increasing focus on primary curricular reform in Ireland, there is a growing recognition of the significance of early childhood education. As a result, professional development organisations are now examining the effectiveness of science, technology, engineering and mathematics (STEM) education for young children. This study investigates how teachers in a multi-grade primary school initially approached teaching integrated STEM lessons to children aged 4-7 years. Over the course of one school year, three teachers engaged in four cycles of lesson study. Through an action research approach, the researchers collected qualitative data from interviews, lesson plans, collaborative weekly meetings and observation sheets. The study identified difficulties associated with the teachers' limited comprehension of integrated STEM education and demonstrated how the Engineering Design Process helped to mitigate these challenges. The findings offer valuable insights into the knowledge requirements involved in developing children's 21st century skills. The research concluded that teachers enhanced children's STEM learning by providing opportunities for them to explore their curiosity, make predictions and experiment through open-ended play experiences.

The use of large language models like ChatGPT is widely discussed for educational purposes. Using this technology requires teachers to have appropriate competences that incorporate knowledge of how to make use of this technology. In this study, we investigate pre-service teachers' knowledge through the lens of the KTMT model ("Knowledge for Teaching Mathematics with Technology" model), a domain-specific variant of the TPACK-model. One component is represented in mathematical fidelity as knowledge of the mathematical accuracy of the technology, which in case of large language models is of special interest, as it may produce erroneous but plausible-sounding information. Furthermore, prompting techniques are of interest as technological knowledge, which influence mathematical fidelity. For this study, eleven pre-service teachers were asked to solve four different mathematical tasks with the help of ChatGPT. The chatlogs and information provided in an interview after working on the tasks are analyzed using qualitative content analysis. Results show that both correct and incorrect answers were produced for all tasks. The rate of pre-service teachers providing an incorrect answer is high when having been presented with an incorrect answer generated by the large language model. Despite having access to ChatGPT as a tool, many of the participants were not able to provide correct answers to all tasks. Furthermore, the mathematical fidelity was often over- and, in some cases, underrated. The mathematical knowledge seems to have changed while working with ChatGPT. Based on the applied prompting techniques, the pre-service teachers showed a deficiency in technological knowledge.

Since the 2000s, the Joint Action framework in Didactics (JAD) has been developed in the context of the expansion of the French-speaking research in Comparative didactics. Studies carried out with this framework typically investigate how knowledge content develop in teacher-student classroom interactions. From a quite different perspective, classroom research on teaching quality has also developed considerably in recent years. Despite the many efforts to better understand relations between generic versus subject-specific dimensions of teaching, this dichotomy remains strong in the debates on teaching quality. This contribution explores a comparative model for characterizing the quality of teaching practices from the conceptual categories of the Joint Action framework in Didactics (JAD-MTQ). Based on the comparison of teaching and learning practices in two school subjects--physics and contemporary dance--this paper pursues a twofold objective: (1) proposing a provisional set of generic criteria for capturing content-specific dimensions of teaching quality; and (2) highlighting certain methodological conditions for ensuring qualitative analyses of these dimensions of teaching quality.

The rapid growth in the number of English learners (ELs) in urban and rural school classrooms and the continual homogenization of a White, female, teaching force in the United States create cultural and linguistic disconnections in the classroom. As research suggests, although classroom diversity and ELs' academic needs could be addressed by teachers' enactment of linguistically responsive teaching (LRT) practices, most mainstream classroom teachers are not adequately prepared to implement these practices. This study examined the teaching practices of teachers with English learners in rural, elementary classroom settings in the US to find evidence of linguistically responsive teaching. It also explored how rurality shaped teachers' instruction of ELs. The findings illustrate limited and considerable evidence of LRT implementation in the teachers' classrooms. Evidence shows that two focal teachers mostly implemented LRT through their teaching strategies and scaffolded instruction. Findings further demonstrate that rural factors like place-based awareness and the teachers' rural upbringing influenced their instruction of ELs. Implications on the need for researchers to undertake further and critical examination of LRT both as a theoretical framework that guides teacher preparation and as a theory that guides educational research are discussed while recommendations for language teaching, pedagogy and teacher preparation are put forward.

The COVID-19 pandemic has posed challenges to education systems around the world, resulting in a 'new normal' for school music education in which teaching and learning can no longer rely only on conventional classroom practices. Concerns have also been raised over music teachers' digital competencies, given the perceived importance of the use of technology within the new educational landscape. This article presents the results of a study that examined the challenges and experiences associated with the digital competencies of music teachers during the pandemic period. Semi-structured interviews were conducted with full-time music teachers (N = 18), all of whom taught music as a subject at mainstream primary or secondary schools in Hong Kong. The findings revealed challenges and upskilling of music teachers during the lockdown period, including the technological constraints imposed by the school and the online environment, how they made use of technology to teach music online, and the different ways they developed their digital competencies. Alongside with the catalyst effect of the pandemic that stimulated their upskilling, curriculum changes in teacher training programmes are necessary to better prepare music teachers for the digital transformation of music education and future challenges under the post-pandemic 'new normal' situation.

Globally, enduring skepticism around professionalism in education systems has questioned the efficiency in which teachers meet students' educational needs and their authority to do so. Presently, efforts toward professionalization in teacher education (TE) are threatened by neoliberal reforms promoting alternative pathways into teaching and performance-based accountability mechanisms to monitor teachers and schools. In the face of public mistrust and external threats, this conceptual paper aims to envision the future of TE in light of the complexities inherent to the notion of professionalism. To this end, two competing ideals of teaching, which represent co-existing conceptions of professional work in education are examined: The teacher as an expert clinician ideal entrenched in expertise-driven professionalism and the teacher as a democratic pedagogue grounded in democratic professionalism. I offer ways in which these competing discourses could be fused to set the discussion about professionalism in teaching and its implications for TE on firmer grounds.

This paper studies the knowledge developed by a group of sixty-two pre-service primary teachers during a training session on the definition of a polygon and the mathematical practice of defining. We explore the knowledge developed by pre-service teachers when they carry out a series of training tasks oriented around the practice of defining with primary pupils, within the theoretical framework of the Mathematics Teachers' Specialised Knowledge model, and using videos of an authentic lesson as prompt. Data were collected by means of video recordings of the implementation of the training tasks, in conjunction with the pre-service teachers' own written observations as they watched the recorded lesson. A content analysis was carried out on the collected data using the Mathematics Teachers' Specialised Knowledge model. The results highlight the way in which knowledge of the mathematical practice of defining is constructed, along with the mathematical objects involved in this practice, and pedagogical aspects of defining with young pupils. They also illustrate how a sequence of tasks oriented around a model of teachers' knowledge can contribute to the development of this knowledge in initial training programmes, and more especially provide orientation about the training of pre-service teachers in the mathematical practice of defining.

Educating students to apply probability literacy and reasoning in out-of-school contexts requires the previous preparation of teachers, which should include the assessment of their mathematical and didactic knowledge. Consequently, we investigated three research questions concerning the probabilistic reasoning and literacy of 66 prospective secondary school teachers when solving probability questions related to a report taken from the media news, their ability to identify the fundamental stochastic ideas needed to solve the task, and their capacity to predict their students' potential difficulties. The participants needed to compute the probability of a complementary event, several conditional probabilities, and perform critical reading of the information in the report. Despite the participants' good mathematical knowledge, a high percentage showed reasoning biases, such as the fallacy of the transposed conditional, confusion between conditioning and causation, and few identified the information missing to solve a question. There was a poor capacity to determine the stochastic ideas needed to solve the questions, beyond probability, sample space, conditional probability, and sampling. The participants quoted a few potential errors of their students, mainly conceptual mistakes with scarce recognition of interpretation errors. These results reveal the need to reinforce teachers' probabilistic literacy, reasoning, and related didactic knowledge.

The teaching profession and initial teacher education face ongoing pressures which challenge how teachers' work with curriculum is positioned. Within Australia, recent reviews into initial teacher education have emphasised the need for 'classroom ready' graduates with knowledge of 'proven' pedagogical approaches. Parallel to this has been increasing push for 'ready-made' curriculum materials to be made available to all teachers for their use in classrooms. This discourse espouses curriculum as a product, positioning preservice teachers as future 'deliverers' of prescriptive forms of curriculum and dismissing their future potential as classroom curriculum-makers who engage with curriculum as a process, and think systematically and critically about their curriculum choices. In this paper, we explore the classroom curriculum-making experiences of two preservice teachers, and the role of professional experience placements as key sites of learning about curriculum-making, noting this as a significantly under-researched theme in existing literature. Our in-depth exploration of these individual cases highlights the contrasting opportunities these teachers had to engage with curriculum as a process, identifying, enabling and constraining structures within these placements which impact on preservice teachers' development, and future potential, as curriculum-makers. We contend that the pursuit of Lawrence Stenhouse's vision of curriculum work as an iterative, enquiry process driven by and for teachers rests not only on the way in which initial teacher education frames curriculum work in theory, but also in the way it is modelled to preservice teachers during their professional experience placements.

Internationally, university teacher educators have acted on the requirement that practising teachers need to be operational users of technologies. In response, coursework has been restructured to develop preservice teachers' (PSTs) use and application of educational technologies for teaching and learning purposes. This paper presents the development and use of a self-audit survey designed to guide primary school PSTs' self-directed learning and assessments in 10 specific categories of technologies, and to improve their confidence to apply their knowledge. The survey was administered to 296 PSTs in a pre- and post-course design and validated post hoc with Rasch analysis. Pre- and post-course comparison of responses showed significant increases in the PSTs' self-assessed confidence in their abilities across all ability categories with medium to large effect sizes (r = 0.42-0.82). The survey had utility, providing each PST with a customised report with which to identify their technology learning needs; it also provided PSTs with the agency to be self-directed in their learning. The survey has the potential to provide teacher educators with fine-grained information regarding which technological pedagogical and content knowledge (TPACK) being currently taught can be adopted, adapted, or rejected to maximise PSTs' TPACK development.

This paper presents research that examined teacher talk about moderation of English, mathematics and science assessment across Years 4, 6 and 8 as part of a broader inquiry into the use of scaled exemplars to support consistency of teacher judgement. The paper draws on Dorothy E Smith's sociological work, including the process of mapping textual connections to research everyday practices. We illustrate how moderation activities were shaped by systemic policy and related documents. We further illustrate how teachers used artefacts that they were created as part of the research project to leverage the value of moderation discussions. In the project, teachers generated artefacts that were written commentaries or texts explicating their judgement decisions (cognitive commentaries). Our analysis demonstrates how teachers then took these cognitive commentaries and independently embedded them into their everyday work. Teachers described how they used the artefacts in their moderation discussions as a means of improving their own practice, as well as their students' learning. We argue that when teachers are provided with the time and space to share their assessment and pedagogic knowledge and practice with school colleagues, including via cognitive commentaries, they are able to expand their field of professional impact and build their professional knowledge and practice.

In the ever-evolving AI-driven education, integrating AI technologies into teaching practices has become increasingly imperative for aspiring STEM educators. Yet, there remains a dearth of studies exploring pre-service STEM teachers' readiness to incorporate AI into their teaching practices. This study examined the factors influencing teachers' willingness to integrate AI (WIAI), especially from the perspective of pre-service STEM teachers' attitudes towards the application of AI in teaching. In the study, a comprehensive survey was conducted among 239 pre-service STEM teachers, examining the influences and interconnectedness of Technological Pedagogical Content Knowledge (TPACK), Perceived Usefulness (PU), Perceived Ease of Use (PE), and Self-Efficacy (SE) on WIAI. Structural Equation Modeling (SEM) was employed for data analysis. The findings illuminated direct influences of TPACK, PU, PE, and SE on WIAI. TPACK was found to directly affect PE, PU, and SE, while PE and PU also directly influenced SE. Further analysis revealed significant mediating roles of PE, PU, and SE in the relationship between TPACK and WIAI, highlighting the presence of a chain mediation effect. In light of these insights, the study offers several recommendations on promoting pre-service STEM teachers' willingness to integrate AI into their teaching practices.

In this study, we integrated corpus technology in pre-service TESOL (Teaching English to Speakers of Other Languages) teachers' technological pedagogical content knowledge (TPACK) development in corpus technology, termed corpus-based language pedagogy (CBLP), and highlighted the collaborative effort for knowledge building among participants for TPACK development. The study examined the role of online collaboration in facilitating how pre-service TESOL teachers developed their CBLP (TPACK in corpus technology) using a learning-by-design approach, enacted it in co-designing lessons, revised their lessons and reflected on their collective knowledge building processes. Using a case study approach involving 33 participants, the study focused on both intra- and inter-group interactions to understand the pre-service teachers' learning dynamics/changes and unpack the interaction mechanism involved in online collaborative learning. To these ends, we collected data including CBLP group lesson designs, intra-group data (interviews) and inter-group peer critical comments and analysed them based on the two stages (comprehension and transformation) of Shulman's pedagogical reasoning. The results suggest that engaging in online collaboration, facilitated by the learning-by-design approach, is instrumental in enabling pre-service teachers to learn corpus technology and expand their repertoire of teaching strategies. Our findings imply that both intra- and inter-group collaboration modes are important to help pre-service TESOL teachers holistically develop TPACK for language teaching. Similar implications may be applied to other subject-specific TPACK training.

Since 2020, teaching has gone through substantive transformation. Teacher educators have been compelled to reevaluate their instructional strategies and the use of technology to deliver effective training for pre-service teachers. The year 2020 escalated the use of teaching strategies that relied on technology as a crucial tool in all teaching processes. Moreover, from the year 2020 and onwards, teacher educators' knowledge of teaching, curriculum, and technology has been transformed to align with the new teaching and learning requirements for creating and delivering instruction in teacher education. However, little is mentioned in studies on how teacher educators think about lesson activities, especially how they map out instructional pathways and technology integration in a technology-rich environment. It is against this backdrop that this study uses qualitative and interpretive paradigms to investigate teacher educators' use of mind-mapping for instructional practices in a technology-rich environment. The objective was to understand how they develop or prioritize the development of technological pedagogical content knowledge (TPACK). Six participants were purposively selected based on the criteria that the participants must use mind-mapping to plan lesson activities and integrate technology into the lesson, reflect on the instructional process, and allow the researchers to observe their classroom teaching engagements. Data was generated and collected using journal reflections, observations, and document analysis. The findings showed that the teacher educators made use of mind-mapping in the preparation of lesson activities and created rubrics using mind-mapping. They also used self-made video podcasts and integrated videos in lesson activities and mind-mapped assessment pathways with technology. From the narrations shared by the participants, the use of mind-mapping opened new strategies of planning, teaching, and assessing instruction with technology to develop technological pedagogical content knowledge.

With technology integration efforts expanding to early childhood education globally, assessing preschool teachers' technological competence beliefs is imperative. However, most existing tools measuring teachers' information and communication technology (ICT) competence beliefs focused on primary through secondary grades. This study examined the factorial validity, reliability, and measurement invariance of the Basic ICT Competence Beliefs (BICB) questionnaire among 209 preschool teachers in Hong Kong and the Philippines. Confirmatory factor analyses supported the original nine-factor structure over plausible alternative models. All factors showed good reliability ([alpha] = 0.83 to 0.91) and theoretically meaningful factor intercorrelations. Multigroup CFA results supported the measurement invariance of the scale. Specifically, the results demonstrated the configural, metric, scalar, and strict invariance across cultural groups. Findings provide further validity for the BICB as a psychometrically sound instrument for assessing preschool teachers' ICT competence beliefs within and across contexts. The BICB can help identify teacher strengths and needs, guide professional development, and evaluate technology integration efforts in early childhood education in Asia.

Computational thinking (CT) is valued as a thinking process that is required to adapt to the development of curriculum in primary education. In the context of modern information technology, English as a language subject emphasizes the necessity for changes in both learning and teaching modes. However, there is a lack of up-to-date synthesis research and a comprehensive overview surrounding CT integrated into English language curriculum learning and teaching in primary education. To address this research gap, this study conducted a systematic literature review on CT in the primary English curriculum, based on papers published from 2011 to 2021. The purpose of this review is to systematically examine and present empirical evidence on how CT can be integrated into the teaching and learning of the primary English language curriculum in educational contexts. The review was conducted based on the PRISMA 2020 statement and presents a synthesis of 32 articles. The CT-TPACK model was adopted as a lens and framework to analyze these articles. The results indicate that the relationship among CT, content knowledge of English language curriculum, pedagogy and learning knowledge, technology and resources is highlighted. Research on the integration of CT into English courses using unplugged activities is still insufficient. The research about how teachers and students use CT to support content knowledge of the English language curriculum in various educational contexts is still in its infancy.

Mathematics teacher educators have suggested preservice mathematics teachers' (PMTs') practices provide evidence of their mathematical knowledge for teaching (MKT). PMTs engage in approximations of practice to rehearse teaching. To explore connections between MKT and PMTs' practices, we operationalized six MKT subdomains in terms of approximations of practice. We used that operationalization to investigate, which subdomains were evidenced in PMTs' lesson plans and their lesson plan reflections. Eleven secondary PMTs participated in our study. Using a qualitative content analysis method, we found Knowledge of Content and Teaching most evidenced, suggesting that the PMTs demonstrated MKT when they described mathematical tasks and associated instructional activities. Also, the PMTs demonstrated Knowledge of Content and Students when they described how their students would engage with proposed mathematical tasks. However, the PMTs struggled to plan for activities by building on students' potential mathematical thinking and reasoning. Only limited instances of Horizon Content Knowledge suggest that the PMTs had limited opportunities to demonstrate how their advanced mathematical knowledge connected with their mathematics teaching in the approximations of practice provided. We propose alternative forms of approximations of practice to optimize PMTs' opportunities to demonstrate and develop MKT.

Mathematics teacher education is often described in terms of the mathematical content and pedagogy that teachers need. However, recent calls for equity in mathematics education demand a broadening of this view. In this article, we articulate a theoretical description of what the role of being an advocate in language-diverse classrooms could involve and some of the practical challenges that mathematics teacher educators may have when introducing it, using empirical examples from our teacher education courses for teachers of Grades 1-7 in Norway. In the theoretical description of the role of being an advocate into mathematics teacher education, we distinguish between in-class advocacy and advocacy beyond the classroom and what these different kinds of advocacy might entail in language-diverse classrooms. The practical issues that we identified in raising different aspects of the role indicate the need for further research into how to raise preservice teachers' awareness about the role of being an advocate, in and outside of the classroom, in different cultural settings and how this knowledge could be used in teacher education to challenge preservice teachers' language ideologies and raise non-trivial issues.

In theory, teacher knowledge predicts instructional practice, thus impacting student outcomes. When it comes to knowledge to teach elementary-grade reading, most previous surveys have focused on knowledge essential for word reading development; few surveys have provided a picture of educator knowledge to teach both word reading and language comprehension. This article describes the development and validation of the Teacher Understanding of Literacy Constructs and Evidence-Based Instructional Practices (TULIP) survey, which assesses teacher knowledge in the domains of (a) phonological awareness, (b) phonics, decoding, and encoding, (c) reading fluency, (d) oral language, and (e) reading comprehension. The TULIP survey was created using an iterative development process involving a systematic review of research, expert review of items, field testing, and a pilot study. A validation study of the resulting TULIP survey was conducted with a sample of 313 in-service elementary-grade teachers of reading. Confirmatory factor analyses revealed that both one-factor and five-factor models of the survey had acceptable fit. The overall TULIP scale had good reliability, and subscales representing knowledge within specific literacy domains had acceptable reliability (with the oral language subscale having lower reliability than the other four subscales). Knowledge overall and within each literacy domain was significantly related to education level, such that teachers with more education had higher scores.

Identifying the knowledge resources teachers productively and unproductively draw upon can provide a means by which to create support structures to develop a more robust understanding of the content. To provide more informed grade-level support structures in teacher education programs, this study examined the knowledge resources 20 secondary pre-service teachers (PSTs) and 13 elementary PSTs drew upon when solving a comparison proportional reasoning problem. Data from written work and videos of PSTs' explanations were analyzed using the robust understanding of proportional reasoning for teaching framework. Both elementary and secondary PSTs ubiquitously drew upon the same four knowledge resources (comparison of quantities, ratios, proportional situation, and ratio as measure). Elementary PSTs were more apt to counterproductively draw upon the knowledge resource ratios ? fractions, while secondary PSTs more often counterproductively drew upon equivalence. Mathematics educators can leverage the knowledge resources afforded by this task and strategically highlight productive and counterproductive resources to tailor instruction that develops PSTs' robust understanding of proportional reasoning.

Questioning is a critical strategy for science teachers to scaffold students' exploration and knowledge construction in inquiry-oriented science teaching. In science teacher preparation, open-ended questions asked by teachers are advocated as an advantageous strategy to prompt student thinking. However, insufficient attention has been cast on how science content knowledge embedded in teacher questions contributes to students' conceptual understanding. Pre-Service Teachers (PST) may formulate a mindset of hands-off inquiry teaching where students could achieve a learning objective by articulating their thoughts without guidance from teachers. In addition, existing methods for the assessment of questioning are mainly qualitative via discourse analysis from limited scenarios, which may yield biased inferences of a teacher's competency in questioning. Besides, qualitative methods are unwieldy for large-scale analyses due to the complexity of synthesizing discoursal information. In this study, we designed a written instrument for quantitative assessment of PSTs' pedagogical content knowledge of questioning. We thoroughly introduced the free-response and multiple-choice versions of this instrument and applied it with 108 PSTs. The findings supported the validity and reliability of this instrument. As suggested by this instrument, the participating PSTs were aware of the importance of questioning in inquiry teaching. However, the PSTs' difficulties with science content knowledge and knowledge of students' understanding might impede them from determining effective guiding questions to scaffold student learning. Finally, we discussed the potential of this instrument in preparing PSTs' questioning skills.

This report presents results from a survey of 64 elementary mathematics and reading language arts teacher educators providing feedback on a new type of short performance task. The performance tasks each present a brief teaching scenario and then require a short performance as if teaching actual students. Teacher educators participating in the study first reviewed six performance tasks, followed by a more in-depth review of two of the tasks. After reviewing the tasks, teacher educators completed an online survey providing input on the value of the tasks and on potential uses to support teacher preparation. The survey responses were positive with the majority of teacher educators supporting a variety of different uses of the performance tasks to support teacher preparation. The report concludes by proposing a larger theory for how the performance tasks can be used as both formative assessment tools to support teacher learning and summative assessments to guide decisions about candidates' readiness for the classroom.

The need for constructivist classroom environments in mathematics teaching cannot be ignored in order for sustainable development to continue. One of the most important applications of constructivist classroom environments in mathematics education all over the world is mathematical activities. The proficiency of pre-service mathematics teachers in developing activities will support constructivist classroom environments. In this study, it was aimed to reveal pre-service mathematics teachers' thoughts about what points they consider while they develop activities for mathematics courses. With this aim, an open-ended question was addressed to 23 pre-service teachers taking education at Elementary Mathematics Teaching program of a state university and having received the elective course of "Activity Development in Mathematics Teaching." The obtained data was analyzed via the content analysis method. As a result of the study, it was determined that the participant elementary pre-service mathematics teachers expressed the points which they considered while developing activities with a total of 161 sentences or words. The statements obtained as a result of the analysis of the answers which the pre-service teachers gave to the research problem were gathered and examined under five sub-themes, namely "general," "purpose," "scope," "planning" and "the role of the teacher in practice." In respect of the points which elementary pre-service mathematics teachers considered while developing activities for mathematics courses, participants considered while developing activities for mathematics courses, they were observed to use statements which were mostly related to the sub-theme of "the role of the teacher in practice." When it was evaluated in general, it has been observed that the participant elementary pre-service mathematics teachers are generally aware of the points to be emphasized. However, due to the low number of pre-service teachers who emphasized some points, it was concluded that they did not have enough knowledge about developing activities.

Distance-based technologies have been one of the foci of technology-related studies since the pandemic first appeared, but there is still a need for further research to gain a greater understanding of how teachers are using these technologies in the post-pandemic era. Thus, the aim of this study is to determine whether the level of digital competence (DC) and techno-pedagogical content knowledge (TPACK) influence the acceptance, by primary school teachers, of distance-based technologies in their post-pandemic teaching. To achieve this, we integrated two external variables, DC and TPACK, into the predictors of the technology acceptance model (TAM), and introduced an extended version of the TAM. The statistics were collected through an online survey of 459 primary school teachers working in various regions of Türkiye. The analysis employed structural equation modelling. The findings suggest that there are statistically significant direct effects of digital competence and perceived usefulness on primary school teachers' intentions to use distance-based technologies. The extended model explains the connection among the variables, and the findings offer important insights for collaborators in education to better empower teachers to integrate technology favourably and to maintain distance-based technology use in the future.

This research delves into the multifaceted landscape of various factors that influence the adoption of Generation-Artificial Intelligence (Gen-AI) in Higher Education. By employing a comprehensive framework that includes perceived risk, perceived ease of use, usefulness, Technological Pedagogical Content Knowledge (TPACK), and trust, the study aims to reveal the crucial roles that these factors play in shaping the intention to embrace Gen-AI. Through the utilization of a hybrid approach that combines Structural Equation Modeling (SEM) and Artificial Neural Networks (ANN), the research examines the complex relationships among these predictors and their overall impact on the adoption of Gen-AI. By examining a diverse cohort of 242 participants, including undergraduate and postgraduate students, as well as faculty members from Indian Higher Education Institutions, the research uncovers significant determinants such as perceived ease of use, usefulness, TPACK, and trust. Interestingly, perceived usefulness does not emerge as a significant factor in influencing the intention to adopt AI in Higher Education. Through demographic analysis using the SPSS statistical tool package, the study reveals non-compensatory and nonlinear relationships between age, gender, and the intention to use AI. By leveraging the significant predictors identified through SEM, the developed ANN model accurately predicts the intention to use AI with a 71% accuracy rate. This study not only provides valuable insights into the theoretical foundations but also offers practical implications for the seamless integration of Gen-AI in higher education.

This research aimed to investigate the structural relationships among teachers' computational thinking (CT), design thinking (DT), robotics teaching beliefs, and robotics pedagogical content knowledge (RPCK). A total of 98 in-service and pre-service teachers who participated in a robotics teaching professional development workshop served as the sample of the study. A survey including the Computational Thinking Scale, the Design Thinking Disposition Scale, the Robotics Teaching Beliefs Scale and the Technological Pedagogical Content Knowledge-Robotics Scale was conducted after the workshop. A confirmatory factor analysis was employed to validate the measurement constructs, and Partial Least Squares - Structural Equation Modeling (PLS-SEM) analysis was utilized to examine the relationships among the factors. The results revealed that both CT and DT dispositions could positively predict teachers' robotics teaching beliefs, which subsequently predicted their RPCK. Moreover, a direct positive relationship between CT and RPCK was identified, while such a relationship was not evident for DT. The model demonstrates the critical role of CT in shaping teachers' beliefs and pedagogical strategies of robotics teaching, and provides insights into the indirect influence of DT. Finally, the Model of Robotics Teaching Professional Development (MRTPD) was proposed to profile how to promote teachers' pedagogical content knowledge of robotics teaching from their CT and DT dispositions.

The emergence of Generative Artificial Intelligence (GAI) has caused significant disruption to the traditional educational teaching ecosystem. GAI possesses remarkable capabilities in generating human-like text and boasts an extensive knowledge repository, thereby paving the way for potential collaboration with humans. However, current research on collaborating with GAI within the educational context remains insufficient and the methods are relatively limited. This study aims to utilize methods such as Lag Sequential Analysis (LSA) and Epistemic Network Analysis (ENA) to unveil the "black box" of the human-machine collaborative process. In this research, 22 students engaged in collaborative tasks with GAI to refine instructional design schemes within an authentic classroom setting. The results show that the participants significantly improved the quality of instructional design. Leveraging the improvement demonstrated in students' instructional design performance, we categorized them into high- and low-performance groups. Through the analysis of learning behavior, it was observed that the high-performance group adhered to a structured GAI content application framework: "generate [right arrow] monitor [right arrow] apply [right arrow] evaluate." Moreover, they adeptly employed communication strategies emphasizing exercising cognitive agency and actively cultivating a collaborative environment. The conclusions drawn from this research may serve as a reference for a series of practical applications in human-machine collaboration and provide directions for subsequent studies.

Opportunities for professional development (PD) are the key for teachers to improve their skills in a variety of areas and situations, including, but not limited to, technology in the classroom, positive behavior management strategies, effective collaboration, and making instructional accommodations for students with disabilities. These areas of PD are especially important for special education teachers. However, opportunities to access PD may vary greatly, especially for special educators who work in rural locations. Therefore, the purpose of this study was to survey special education teachers serving rural or non-rural (i.e., suburban or urban) communities in the U.S. state of Nebraska about their unique PD experiences. Results indicated that special educators in rural areas often use their regional service agency to access PD opportunities and perceive those experiences positively. Suggestions for improving PD include providing relevant content during training and allocating resources to increase PD attendance. Recommendations for improvements are provided.

The insufficient supply of K-12 language - world language (WL) and English as a second language (ESL) - teachers in the United States has been a pervasive challenge for school administrators seeking to provide language learning opportunities for their students. The issue is complex - including numerous factors that adversely affect the recruitment of future educators as well as their retention once in the classroom. Almost all states report a dearth of WL and/or ESL teachers, and WL is the discipline with the highest predictive teacher turnover rate - whether by leaving the profession entirely ("leavers") or opting to move to a different school ("movers"). In spring 2020, the global health pandemic placed additional demands on all educators, and consequently some reports predict an exodus of teachers from K-12 schools. This article presents the results of a study exploring language teachers' intention to leave the profession as a consequence of school-related responsibilities and experiences during spring 2020. Data revealed three profiles of K-12 language teachers: "stayers", "leavers", and "conditional stayers." Implications related to influential factors in teachers' potential decisions to remain in or exit the profession are provided.

This research study examined how adjunct professors have applied online teaching practices and perceived the impact of professional development on those practices. A purposeful sampling of online adjunct instructors from two adjunct-focused Facebook groups was used to collect survey data. An adapted 30-question instrument was administered via Qualtrics. The relationships between the dependent and independent variables were conducted using descriptive and inferential statistics with IBM® SPSS Statistics 27. Data was analyzed using regression, correlation, t tests, and ANOVAs. Quantitative results indicated that there is a positive relationship between online teaching practices and perceived impact of professional development for adjunct instructors.

Initial teacher education programs have been criticised for their failure to deliver classroom-ready graduates. Problems of concern for preservice teachers (PSTs) identified in the literature are insufficient time in the classroom, lack of confidence, inadequate pedagogical knowledge and a theory practice divide. This research examines a school-university partnership approach to science teacher education from the perspective of PSTs, school students, teachers and teacher educators where university tutorials were conducted in a school environment. This research is underpinned by practice architectures theory, it follows collaborative participatory action research methodology using mixed methods of data collection including surveys, interviews and focus groups. The research findings revealed how the program built on PSTs' pedagogical knowledge and confidence and connected theory with practice. Teachers observed high level student engagement and students building on their prior science knowledge in innovative science lessons. The research provides rich data that illuminate aspects in this school-university partnership approach from a range of perspectives.

This research aims to reveal the subjective well-being levels of classroom teachers with the explanatory sequential design method of mixed method research. In the quantitative part of the study, the subjective well-being levels of the classroom teachers were analysed according to the variables of gender, age, region of employment, professional experience, educational status and grade level taught, and the qualitative part was designed with the phenomenology method and examined according to the sub-dimensions of school engagement and teaching efficacy. In the quantitative part of the study, there were 340 participants, and the Teacher Subjective Well-being Questionnaire was used, while in the qualitative part, 27 participants were included, and the subjective well-being level was examined according to the sub-dimensions of school engagement and teaching efficacy. While the subjective well-being levels of the participants did not differ significantly according to the variables of the region of employment, educational status and grade level taught, they differed significantly according to the variables of age and professional experience. In addition, the participants stated that the factors affecting school engagement were professional commitment, responsibility, working environment, being valued, being respected, belonging and conscience, respectively. The areas that positively affected their teaching efficacy were field and pedagogical knowledge, communication, technology and classroom management, respectively, and those that negatively affected their teaching efficacy were pedagogical knowledge, communication, classroom management and lesson planning.

Data-driven learning (DDL) is an increasingly popular area of research for language teaching and is gradually being incorporated into teacher education programs globally. However, assessing teacher trainees' (self-reported) corpus literacy, and its impact on eventually (and successfully) incorporating corpora into language teaching, is an ongoing issue. This paper explores the experiences of in-service English language teacher trainees in developing both corpus literacy and corpus-based language pedagogy skills in Vietnam. The study finds a disconnect between participants' high self-reported corpus literacy skills, high intention to conduct corpus-based language teaching, and their ability to convert said intention and literacy into viable ideas for corpus-based language teaching within their lesson planning. Potential reasons include difficulties conceptualizing DDL's integration into lesson objectives, selection of inappropriate corpora for the target audience, issues planning DDL activities for primary-age learners, and Vietnamese-specific issues mainly around access to technology. Accordingly, we present several recommendations for improving the assessment of DDL trainees' actual integration of DDL into their teaching practice.

This study explored the technology integration attitudes and perspectives of special education co-teachers within the United States. The sample consisted of 300 special education co-teachers working in the inclusion classroom in grades pre-kindergarten through 12th grade throughout the country. In the quantitative phase, participants completed a three-part survey about their technology integration attitudes within their co-taught classroom, as well as their practices in integrating specific technology tools. For the qualitative phase, semi-structured interviews were conducted with eight of the outlier co-teachers about their lived experiences with technology as a co-teacher. The pairing of the quantitative and qualitative data collected led to three conclusions about special education co-teachers, including that they (a) are seeking additional learning opportunities about technology, (b) plan asynchronously using collaborative technology tools with their partners, and (c) tend to focus on pedagogy within technology integration.

There is a recognized need to understand the current state of programming implementation in the Swedish compulsory school system. This study focused specifically on the implementation of programming in the school subject of technology for grades 4-6. In Sweden, the responsibility for choosing teaching and learning material lies with individual teachers. Recent studies have indicated the prevalence of visual programming languages (VPLs) in classrooms. However, no empirical research has specifically investigated why teachers select particular programming learning environments (PLEs) and the challenges they have overcome in this process. Therefore, this study aimed to explore the PLEs used by teachers and the factors influencing their choices. In addition, this study explored the role of pedagogical content knowledge (PCK) and the influence of systemic and situational amplifiers and filters in shaping the programming education landscape, highlighting the importance of understanding these factors for effective implementation. Semi-structured interviews were conducted with 14 experienced programming teachers in grades 4-6 to gather insights. The results revealed that VPLs, particularly Scratch, have been widely adopted, but the study also identified three textual programming languages being utilized. Furthermore, the findings indicate that teachers' previous education plays a significant role in shaping their PLE preferences. This suggests that programming education in both professional development and preservice teacher training is crucial for effective implementation. By investigating PLE choices and the factors influencing them, this study contributes to a better understanding of the current landscape of programming education in Sweden's compulsory school system.

Competency-oriented student activities are an important means of enabling teachers to move from teaching fundamental knowledge to developing students' subject competencies. To examine mathematics teacher novice--expert differences in organizing competency-oriented activities, this study collected data from three consecutive lessons taught by an expert and a novice teacher respectively. Epistemic network analysis (ENA) was used to identify the co-occurrence and structure of students' activities in each lesson. Results of the coding-and-counting method show statistically significant differences in the types of students' activities related to mathematics competency across the lessons taught by the expert teacher, but not in those taught by the novice teacher. By recognizing the temporal relationships between different activities, the ENA of the consecutive lessons reveals that the expert teacher facilitated better mathematical content and lesson connectedness by establishing connections between competency-oriented activities following the sequence of "understanding-applying-transferring and innovating" (Wang et al., 2022). In contrast, the novice teacher organized more mathematics activities on "understanding" and "applying," without building connections via "transferring and innovating" across three lessons. The results of the ENA are also supported by qualitative analysis. Finally, the implications, limitations, and possibilities for future research are discussed.

The significance of teachers' self-efficacy in coding education within K-12 settings has grown substantially. However, the literature lacks subject-specific measurement tools tailored to assess teachers' self-efficacy in coding instruction. This study adopted a mixed methods approach to develop a reliable and valid instrument for measuring computer science (CS) teachers' self-efficacy in teaching coding. The scale development involved a rigorous process encompassing item generation, expert validation, and pilot testing. Importantly, this process unfolded in seven steps with two distinct phases, and each phase involved independent sample groups. Subsequently, a comprehensive survey was administered to two samples of CS teachers (n = 318, n = 295) to assess the scale's psychometric properties. The results revealed robust internal consistency and construct validity of the 20-item Coding Teaching Self-Efficacy Scale (CTSES) with four intercorrelated dimensions: student motivation, subject knowledge, classroom management, and material development. Furthermore, additional analyses revealed the significant impact of teaching experience and self-reported coding knowledge level on teachers' self-efficacy in teaching coding. The implications of this study hold significance for both practitioners and researchers to understand teachers' self-efficacy in teaching coding and to explore its relation to teacher training, curriculum development, and the broader advancement of coding education within school settings.

This article presents an extension of the well-known TPACK model to describe the professional digital competencies of mathematics teachers. The extension leads to what we want to call MPC-model (Media-Pedagogy-Content) in the following. It additionally includes (1) the consideration of competencies instead of knowledge for a holistic description, (2) the integration of professional digital competencies in a broader context of professional media competencies (including explicitly analog and digital teaching media), (3) the description of concrete individual experiences with digital technology in context-bound subjective domains of experience, and (4) the cross-linking of concrete individual experiences about (digital) technology in specific (subjective) domains of experience. In this article, we first present a motivating literature overview leading to the research question: How can the TPACK model be extended to enable a qualitative description of professional digital competencies of mathematics teachers against the background of situated experiences? This extended framework is developed and presented in a detailed theoretical background. In the empirical part of the article, an exemplary application of the MPC-model is carried out in an explicative case study dealing with the reflections of a mathematics teacher on a planned lesson using virtual reality technology in a guided interview. The qualitative data is interpreted according to the systematic-extensional analysis method. The case study illustrates the importance of taking into account concrete situated experiences opening up a new reflective level analyzing the development of professional mathematics-specific digital competencies.

Technology-based teaching and learning has been one way to improve students' achievement. However, some teachers are still unaware of how technology can be used to enhance teaching and learning, and they are also hesitant to use technology. This paper investigates how secondary school teachers understand and integrate technology to teach mathematics in the Musanze district of Rwanda. The paper takes a further look at the demographic factors associated teachers' use of technology. Using questionnaires composed of closed, open, and rating scale questions, 118 mathematics teachers were requested to express their understanding of using technology, how many times they use it, and their beliefs towards it. The collected data were analyzed using SPSS 23. Results revealed that teachers sometimes use "a computer, Internet Explorer, Microsoft Word, a spreadsheet, or a text message," but never use tools such as digital cameras, interactive whiteboards, dynamic software packages, or student response systems. The findings also revealed a significant relationship between demographic factors such as gender, level of education, and use of technology in mathematics teaching. This study suggests that teachers be trained in the use of technology in the classroom. They should be aware that there is no single method of teaching mathematics but a variety of approaches. It further recommends that teachers should be cognizant of various forms of technology and know how to use them in the classroom.

It is a truth of today's world that there is a growing investment in advancing technological opportunities in education. The literature contains a substantial quantity of research on the integration of digital educational settings that contribute to the development of higher education institutions. However, actual data linking key factors like TPACK (technological pedagogical content knowledge) level and ideas of teaching and learning science is still lacking in the literature. For this purpose, the study was designed to find out how a digital environment affects the development of TPACK. Twenty pre-service chemistry teachers (PCHTs) were chosen for this investigation using the convenience sampling methodology. Mixing qualitative and quantitative methods to collect, analyse, and evaluate data was used in this study. The study's results showed that digital intervention had an impact on how PCHTs used their digital abilities and instructional techniques. It was also found that TPACK scores predicted the association of PCHTs' technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), which eliminated deficiencies in these areas of knowledge as well as in the understanding of TPACK in favor of the synch group. Because of synchronous instruction, students seemed to talk to each other more and build learning experiences that helped each other. Synchronous meetings helped more PCHTs and TPACKs grow. The synch environment helped to develop the relationship between TK, PK, and CK and PCK. In this study, it is recommended that PCHTs have a basic understanding of what digital tools are. Also, the findings of this study are expected to theoretically and practically contribute to the integration of TPACK in online sync and async systems.

Scalable and accessible professional development programs have the potential to address the opportunity gap many teachers experience. Yet many asynchronous online programs lack interaction with and timely feedback to teachers. We addressed this problem by developing a virtual, interactive program that uses intelligent tutoring systems to provide just-in-time feedback to teachers. We conducted a randomized controlled trial with teachers across the United States in which teachers were assigned to either this program or no additional training. We found that teachers who completed our program (N = 29) used mathematically richer tasks and created a more coherent, connected learning environment for students to build conceptual understandings than did teachers who were in the business-as-usual condition (N = 23).

Innovative instructional methods can help improve student engagement and learning outcomes when teaching difficult subjects, such as statistics. This instructional innovation article illustrates how gamification can be applied in management education to improve students' learning experience, engagement, and acquisition of knowledge. Our purpose is to demonstrate how gamification is not only a powerful way to build on the use of games and game thinking in our field, but also a versatile application of education technology that could potentially enhance the way management knowledge is taught. Furthermore, it is a low-risk way for management educators to join and contribute to the larger virtual revolution. We document the process of combining the Technology, Pedagogy, and Content Knowledge (TPACK) competency framework and the Mechanics, Dynamics, and Aesthetics (MDA) design framework to create both theoretically and practically motivated gamification designs in a graduate-level statistics class. With student data and feedback, we demonstrate that gamification helped create a positive learning experience, facilitated interactions in the course, and assisted the learning of statistical knowledge. We offer suggestions and concrete examples for interested educators to implement gamification in their courses.