Building upon Shulman's pedagogical content knowledge and other prior research studies,
Mishra and Koehler explicitly designed the TPACK framework, which includes technology as …

This paper aimed to review, and assess the'effectiveness' of the attempts undertaken to
improve prospective and practising science teachers' conceptions of nature of science …

This paper presents the Mathematics Teacher's Specialised Knowledge (MTSK) model. It
acknowledges earlier contributions to understanding and structuring teachers' knowledge, in …

It is commonly held that the teacher is the most important factor in student learning
(Committee on Science and Mathematics Teacher Preparation, 2001). We who educate …

Introduction in the past 15 years there has been a surge of interest in the study of language
teacher cognition–what language teachers think, know and believe–and of its relationship to …

Research in the area of educational technology has often been critiqued for a lack of
theoretical grounding. In this article we propose a conceptual framework for educational …

This paper was written to stimulate discussions and debate about what a professional
learning continuum from initial preparation through the early years of teaching could be like …

The title of this chapter deliberately includes two terms-scientific literacy and science literacy,
abbreviated together as SL. The literature on SL has mushroomed in the past two decades …

In its early history teacher education emphasized teacher knowledge of subject matter
(Shulman, 1986). For the past few decades teacher education researchers have focused on …

This article focuses on the subject matter knowledge of preservice elementary and
secondary mathematics teachers. In order to examine what teacher candidates understand …