There has been growing interest in the role played in mathematics teaching by teachers’ pedagogical content knowledge. This form of teacher knowledge goes beyond mastery of the subject to incorporate how subject matter is actually used in teaching. In particular, it includes knowledge of how to explain concepts and what models can be used to facilitate students’ understanding. In this study two...

This paper reports on the experiences of four Australian teachers who provide English as a Foreign Language (EFL) instruction to Indonesian secondary school students in a regional area of Central Java, Indonesia. These four teachers were all native English speakers and experienced qualified teachers, however, the Australian State Department of Education that sent them to Indonesia did not provi...

The technological, pedagogical, and content knowledge (TPACK) framework has been regarded as potentially effective in helping teachers integrate technology into the classroom. This study explores the instructional strategies of teachers when developing TPACK. A teacher professional development (TPD) program, in which teaching activities and deep discussions were key processes, was conducted. In...

One hundred seventy-six teachers employed in prekindergarten programs in Nebraska’s public schools were surveyed regarding their perceptions of the administrative supports and challenges associated with their programs. Both early childhood and early childhood special education teachers participated. Overall findings suggest that most administrators of early childhood programs advocate for quali...

The aim of this study was to identify the opinions of administrators and teachers about the knowledge management process in primary, secondary and high schools. The population of the study was teachers who work in primary, secondary and high schools in Kocaeli, Izmit. The sample of the study was 270 teachers that were randomly selected. The Knowledge Management Process in Schools Scale that was...

Because technological pedagogical content knowledge is becoming an increasingly important construct in the field of teacher education, there is a need for assessment mechanisms that capture teachers’ development of this portion of the knowledge base for teaching. The paper describes a proposal drawing on qualitative data produced during lesson study cycles to assess teachers’ development of tec...

In the context of distributed collaborative learning, the teacher’s role is different from traditional teacher-centered environments, they are coordinators/facilitators, guides, and co-learners. They monitor the collaboration activities within a group, detect problems and intervene in the collaboration to give advice and learn alongside students at the same time. We have designed an Assistant t...

Many current ICT-supported reform efforts demand teachers to assume the role of epistemic facilitator of knowledge construction supported by technology. It is thus important for teacher educators to understand teachers’ epistemic beliefs. This qualitative study investigated seven Singaporean in-service teachers’ epistemic beliefs and their pedagogical beliefs. Two interviews were conducted for ...

ine their students’ learning of the curriculum, for example, they rarely search the research archives to help them interpret their students’ conceptions and misconceptions, plot their students’ learning trajectories, or devise alternative teaching practices that are more effective in helping their students master the curriculum. Although special programs have demonstrated that, with carefully d...