Teacher Pedagogical Knowledge Research Articles

Exploring the perceived knowledge of teacher educators and pre-service teachers on the differentiated instruction practices of teacher educators

Inclusive education involves creating effective learning environments that welcome and meet the diverse needs of all students. Differentiated instruction (DI) has been identified as a key instructional approach to addressing the diverse needs of all students in regular classrooms. While there is a large body of literature on DI, that relating to the non-Western context is sparse. Using comprehensive model of DI as a conceptual framework, this study examined teacher educators’ perceived usage of DI practices in teacher training institutions in Ghana. It used a questionnaire design based on the tenets of model for data collection. A total of 1,002 participants (199 teacher educators and 883 pre-service teachers) were recruited from four teacher training institutions in Ghana. The data were analyzed using confirmatory factor analysis, t-tests, and Hayes’s model for performing moderation analysis. The results show differences between pre-service teachers and teacher educators, with the former rating the latter lower on the perceived usage of DI. The study concludes with a discussion on the training needs of teacher educators in the usage of DI and enabling them to effectively model appropriate differentiated teaching experiences to beginning teachers.

Professional Development Program to Develop Teacher Educators’ Technological Pedagogical Content Knowledge

This study aimed to prepare, implement and evaluate the effectiveness of a professional development program that develops Technological Pedagogical Content Knowledge (TPACK) of teacher educators. Qualitative research methods were used. The research was carried out with 10 teacher educators from different departments. Pre- and post-interviews were conducted to evaluate the effectiveness of the program. The program was found to have positive effects. Teacher educators stated that while transferring the knowledge they gained to the classroom environment, the methods they used could affect the education positively and attract the attention of students. Therefore, they planned to use the knowledge they acquired later on. They realized that with the knowledge they gained through this program, they would be a role model for the teachers of the future. At the end of the program, each participant’s TPACK development was in line with their own cognitive readiness.

The teaching of Indigenous knowledge and perspectives in initial teacher education: a scoping review of empirical studies

ABSTRACT This scoping review examines the literature on teaching Indigenous knowledge and perspectives in Initial Teacher Education (ITE) programmes. The study explores how these programmes integrate Indigenous knowledge and perspectives into their curriculum and pedagogy to prepare teachers to work with Indigenous students and communities. The review identifies empirical studies focusing on the experiences of ITE students, faculty, and Indigenous knowledge keepers, highlighting common themes and best practices. The findings suggest that while many ITE programmes have incorporated Indigenous knowledge and perspectives into their curriculum, there is a need for greater attention to the pedagogical approaches used to teach this knowledge. There is also a need for programmes to build stronger relationships with Indigenous communities and to ensure that Indigenous knowledge is taught by teachers/educators who have received some training in consultations with the Indigenous knowledge keepers. The study highlights the importance of ongoing reflection and evaluation of ITE programmes to ensure that they are preparing the preservice teachers confident enough to embed Indigenous content in their teaching and, at the same time, meet the needs of Indigenous students and communities.

The role of confidence in the gaze bias effect among economics trainee teachers — results from a digital assessment of economic content knowledge

In the present study, we recorded the eye movements of 20 criterion-based selected trainee teachers in economics while they responded to 25 single choice (SC) items in an economic content knowledge (CK) test and rated their confidence for each response in a digital assessment. By using a multilevel modeling approach with crossed random effects, we confirmed prior findings from eye-tracking research on SC tests, which showed longer dwell time on the correct response options (attractor) and shorter dwell time on the distractors are positively linked to correct options. Furthermore, we identified an additional effect on dwell time on the attractor in a moderator model with participants who highly rated their confidence for correct response options. Thus, we identified a specific role of students’ confidence in their CK on the gaze bias effect. We interpret these results in terms of students’ actual understanding of test contents from assessments of their professional knowledge and draw implications for further research and teacher education.

Lärarstudenters förutsättningar att utveckla yrkesspecifika kunskaper

This study aims to investigate how the courses in didactics of mathematics in preschool and primary teacher education create conditions for preservice teachers to develop professional knowledge in an interactive learning process that integrates the knowledge domains of mathematical subject knowledge and pedagogical mathematical knowledge. An analysis of 20 course documents and 8 focus group interviews with students have been done. The results show that the intentions in the documents create conditions for the students to develop mathematical subject knowledge. Still, they were given inferior conditions for pedagogical mathematical knowledge. In the focus groups, perceptions emerged among the participants about a changed view of mathematics during the education, from being an abstract theoretical subject to a subject to be explored and discovered through various practical exercises and activities. As support for transferring their newly discovered perception, it is important that the students participate in core practices to bridge the gap between theoretical and practical knowledge in teacher education. The continued development of such core practices, in which student teachers can integrate professional knowledge and skills into their education, is an important implication of this study.

Lost in translation – production, reproduction and transformation of teacher education knowledge in teacher educators’ local practices

ABSTRACT European teacher educations today are expected to not only be ‘close to school practices’, but also to equip their students with academic knowledge. This article analyses one year of fieldwork data to discuss how these expectations are produced, reproduced and transformed in local practices by different categories of teacher educators (lecturers/assistant lecturers). The theory of practice architectures and Basil Bernstein’s concepts of vertical and horizontal knowledge discourses are employed to analyse different practices of teacher educators, and how these practices constrain and enable different actions, understandings, and relations. Different roles are identified, and it is argued that local and distal arrangements fuel isolation and fragmentation, leading to a situation where difference becomes a burden and important discourses risk being lost in translation. Under such circumstances, seemingly tangible, applicable knowledge risks overshadowing important general, theoretical, and context-independent knowledge that are crucial for a scientific professional knowledge base in teacher education.

Immunitas and (un)desirable teacher knowledge in teacher education

AbstractSince the latter half of the 20th century many political efforts and initiatives have been launched to ensure that teacher education provides teachers with a positive (orderly) knowledge base. This includes things like professional teacher standards and notions like ‘best practices’ and ‘evidence‐based practice’. Building on the work of Esposito and with inspiration from psychoanalytic theory, we argue that today's educational policy can be seen as an attempt to immunise (teacher) education from risks associated with negativity ‐ disorderly, disruptive and ‘destructive’ matters that can problematise and question the normal order of things within political debates and policy‐based reforms. Drawing on examples from England and Denmark – contexts in which the authors work – we demonstrate how a dichotomy between desirable sound/healthy knowledge and undesirable unsound/unhealthy knowledge exist within teacher education. We examine how this produces epistemic injustice in that negative modes of thought and practice are rendered invisible, unthinkable and illegitimate. Being able to traverse such injustice, teachers must be encouraged to approach any and all sources of influence on their professional knowledge base with a sort of agonistic pragmatism, which may allow them to be faithful to the ethico‐political situation they are engaged in. What we suggest in this regard is that teacher education must provide time and space for (student) teachers to engage with plurality, contingency and absence because such negative ‘stumbling blocks’ (always) play a vital part in education, preventing control, stability and harmony.

Swedish preschool student teachers’ views on family–(pre)school partnerships

International studies indicate that preservice teachers are inadequately prepared to conduct effective family–school partnerships (FSP), and first-year preschool teachers may find working with families especially challenging. This issue calls for more attention in teacher-training programs toward preparing teachers with sufficient competence for FSP. This study is intended to provide knowledge about Swedish preschool student teachers’ perceptions and experiences working with FSP to inform development areas within teacher education. Data were collected using an online survey of 153 preschool student teachers. The results show that most participants have a positive view of FSP based on their knowledge and previous experience. Communication is regarded as the most important prerequisite but also one of the top challenges. However, they estimate their preparedness to work with parents at varying levels and recognize that competence is created and developed through experience and a reflective approach. It calls for more practical training in combination with theoretical knowledge in teacher education to prepare future preschool teachers to work with families effectively.

A social realist challenge to the structuring of professional practice knowledge for initial teacher education in England

ABSTRACT Professional practice knowledge for beginning teachers involves grappling with the extent to which ‘theory’ and ‘practice’ should be evident. This thesis contributes an analysis of the particular way that the theory/practice relationship has been structured within the Teachers’ Standards and the impact that this form has had on professional agency. The prioritisation of the observable is contrasted with manifestations that recognise that within a moment of practice, invisible yet durable knowledge structuring mechanisms are also present. In order to accord these mechanisms due agency, the concept of diffraction (the physical phenomenon of wave interference), (Barad 2007) was drawn upon to enrich Bernstein’s (2000) social realist analysis of discourse. The data was gathered from a School Centered Initial Teacher Training (SCITT) provider in the West Midlands. The findings suggest that when context-transcending forms of knowledge specialise observable practices relationally, there is increased potential for coherent professional knowledges to result. Structuring professional practice knowledge in this way, contrasts with forms of knowledge particularisation evident within the Teachers’ Standards. Therefore a challenge is offered to existing forms of professional practice knowledge structuring by drawing on quantum (entangling materials and minds) rather than Cartesian (separation of mind and matter) conceptions of time and space.

Strategies to Incorporate and Support Indigenous Knowledge into Teacher Training Education: Lessons and Insights for Higher Education Institution's in Namibia

Purpose: The Agenda for Sustainable Development (2030) makes references to indigenous peoples and the significant role indigenous knowledge play in the achievement of Sustainable Development Goals. However despite significant literature on the benefits of indigenous knowledge, indigenous knowledge is often overlooked in education most especially in the training of teachers. Teachers are expected to have the greatest appreciation for cultural diversity and to create multicultural teaching materials that take into account their students' cultural backgrounds and work to give marginalized groups a sense of acceptance and belonging and subsequently enable communities to live harmoniously in multicultural society. However, they are not adequately prepared for this during their own training. Therefore, the study aims to explore on how indigenous knowledge can be incorporated effectively in the training of teachers. Methodology: Qualitative study approach purposively selected 30 peer reviewed articles to draw strategies that could be implemented to acknowledge the indigenous knowledge in teacher education in higher education. Findings: The study found six areas that higher education institutions can integrate indigenous knowledge into, such as teaching and learning, curriculum, assessment and evaluation, research, and human resources, in order to adequately include and promote it. However, for this to be sustained, there is a need for committed collaborative approach between academics, curriculum developers, communities and administrative staff. The originality and value of this study: The study underscores the significant role of indigenous knowledge and how it can be integrated into the teacher training programs in various ways.

Pre-service teachers’ latent profile transitions in the evaluation of evidence

Teachers are expected to consider scientific evidence to inform their teaching, which requires skills, knowledge, and affirmative beliefs regarding the utility of science for teaching practice. We analyzed preservice teachers' profiles regarding evidence evaluation and whether taking a course on information-seeking and research methods resulted in a transition from a nonscientific to a scientific profile. The results revealed positive effects regardless of preservice teachers' beliefs. The higher the teachers’ self-reported skills and knowledge is, the higher is the probability of transitioning to a scientific profile. Our findings highlight the importance of promoting relevant skills and knowledge in teacher education.

Conceptions of Mathematics Teacher Educators Depicting Essential Mathematics Teacher Educator Knowledge

<p style="text-align: justify;">Research into knowledge which mathematics teachers require to teach abounds. There is also mounting interest among mathematics teacher education researchers to characterize mathematics teacher educator knowledge (MTEK). However, there is a generic dearth of studies focusing on conceptions of mathematics teacher educators (MTE) regarding MTEK. This article is a product of a qualitative case study underscoring teacher educator conceptions in that regard and the investigation involved two MTE who were practicing in a university. The research site was conveniently chosen, and participants were intentionally selected to respond to interview questions which elicited espoused views. Narrative analysis was used through exploration and subsequent interpretation of transcripts which aligned with questions posed. Analyses suggested a complexity to exhaustively categorize the MTEK necessary for MTE to train mathematics teachers. Notwithstanding, MTE believed that MTEK should include understanding of research in mathematics teacher education and teaching, mathematics teacher knowledge, and MTE professional development. Additionally, the findings suggested that MTE acquire mathematics teacher educator knowledge through postgraduate studies, on the job practice, mentorship, and participation in professional development activities. Research in other contexts is recommended to identify mathematics teacher educators’ understandings of MTEK and how that knowledge should be acquired.</p>

Development and Evaluation of Digital Learning Tools Promoting Applicable Knowledge in Economics and German Teacher Education

Digital teaching interventions allow for tailor-made university teaching. This is especially relevant for teacher education, where applicable professional teaching knowledge needs to be promoted for later professional success. Digital teaching tools have been shown to be a promising supplement for this purpose. Even though the corresponding demands in teacher education have been increasing in recent years, the need to develop digital learning tools usable in instruction is still urgent. The TWIND project develops digital learning tools for teacher education and evaluates them in a quasi-experimental design. The present work investigates the usability and application of these newly developed tools. Sixty-three trainee teachers worked independently over four weeks with one of two digital learning tools, focusing on either ‘Multilingualism in Classrooms’ or ‘Professional Communication in Classrooms.’ This study includes a pre-post-test of pedagogical knowledge facets as well as student and instructor ratings on the digital tools. The digital learning tools led to a positive change in the respective target facets of pedagogical knowledge. The student and instructor feedback reflected positively on the usability and usefulness of the new digital tools. Based on these findings, the limitations of the study as well as implications for further research and teacher education practice have been outlined.

Teachers’ Professional Development in Zambia: Perceptions and Practices

This study aimed to explore teachers’ perceptions and practices in professional development (PD) activities and the impact of PD on their professional growth. A descriptive mixed-method design was utilized, and the study sample of seven hundred (700) respondents from four primary schools was selected randomly. The results indicate that the program is charming and perfectly designed for the professional development of Zambian teachers; however, there are many flaws in the various steps of the program's implementation, which seem to fail PD activities in teacher training, as the transfer of exercise was found to be very ineffective. The results show that teachers perceived PD as being significant because it improves the teacher's pedagogical knowledge, teaching skills, and updating content knowledge. The results show that the predominant PD practices in schools were workshops, in-service training, and continuing learning. This study argues that PD enhances teachers' pedagogical knowledge, content knowledge, and career growth.

Problems Faced by English Teachers in Developing Practical Knowledge in Pre-service Teacher Education in China

It is widely accepted that practical knowledge, which facilitates the development of teaching competence, lays a solid foundation for teaching competence and professionalization. However, it is underestimated and marginalized in the current arrangement of courses in teacher education in China. The theme of the paper is to reveal the problems faced by pre-service TEFL teachers in such a context and their expectations for a change in the future. Questionnaires were employed to explore the views of 64 randomly chosen participants among sophomore student teachers in China West Normal University in China. The results from the survey suggest that most students feel that they have a low level of competence in mastery of knowledge of language teaching, the strong influence from student teachers’ former English teachers’ instruction in secondary school, the lack of video-cases in developing student teachers’ teaching competence, the lack of practice with guidance from the experts and the lack of intimate knowledge of students in primary school and secondary school. The findings illuminated the problems faced by TEFL teachers in pre-service teacher education and showed us the possibility and necessity to combine video-case observation with lesson study to form a new teacher training mode in which theory and practice are to be connected tightly.

What Preservice Teachers Know Upon Entering Physical Education Teacher Education Programs

ABSTRACT This study aimed to examine the common content knowledge (CCK) of tennis and volleyball among U.S. physical education PSTs at the time they entered their PETE program. A secondary purpose was to investigate the relationship between PSTs’ CCK levels of volleyball and tennis when entering a PETE program. A total of 116 PSTs from seven universities in volleyball and 122 PSTs from eight universities in tennis participated in the study. The data sources included participants’ demographic backgrounds and CCK assessments of volleyball and tennis. Descriptive statistics showed that PSTs’ mean percentage of the correct scores for both volleyball and tennis CCK were below 45%. In addition, the linear regression analyses showed that university affiliation and playing experiences in volleyball accounted for 28.7% of CCK and university affiliation, sex, and playing experiences in tennis accounted for 22.2% of CCK. The findings of the study provide evidence to support the importance of teaching content knowledge in teacher education.

An Assessment of Preservice Teachers’ Volleyball Content Knowledge in Physical Education Teacher Education

ABSTRACT This study examined physical education teacher education (PETE) majors’ common content knowledge (CCK), performance, and specialized content knowledge (SCK) of volleyball to see whether there is a difference between non-PETE majors, and how much they improved, while they were in the PETE program. Twenty-two participants from a PETE major volleyball content course and 21 participants from a non-PETE major basic instruction volleyball course for the comparison group. Pre- and post-tests of CCK, performance, and two SCK variables were used for the majors, and one pretest SCK variable (task progression) was used for the comparison group. Data are reported both descriptively and inferentially. The PETE majors showed better scores on the pretest for the SCK variable (task progression). Also, the PETE majors had significantly improved scores from pre- to post-test for all four variables. It needs further research studies for the content course of the PETE program to find the best way to proceed.

Reflections on strategies for university supervision in special education

University supervisors for special education teachers are preparing teacher candidates to have many roles and responsibilities and to collaborate with many stakeholders, even as they begin their field experiences. In this self-study of teaching and teacher educator practice, we examined the narrative reflections of a university professor in her role as a university professor and supervisor for special education student teachers. Our narrative data revealed: individualized strategies for supporting the supervision of special education student teachers; how these tools emerged directly from background, experience, theory, and beliefs; the value of relationships in university supervision; and, reflection as a diagnostic tool for improving practice and identifying teacher educator knowledge.

A Culturally Sustaining Approach to Multimodal Literacies: Building from Students’ Funds of Knowledge in Field-Based Teacher Education

ABSTRACT This article examines a culturally sustaining approach to learning about and enacting multimodal literacy instruction that was developed during a field-based reading methods course for elementary preservice teachers. Despite a large body of work exploring preservice teachers’ learning about multimodal literacies, few studies have explored their experiences incorporating multimodal literacies from an explicitly culturally sustaining lens, nor examined learning about multimodal instruction in field-based settings. In this qualitative case study, we explore the ways in which one preservice teacher’s experiences in a field-based reading methods course impacted her conception of multimodal literacies and her understanding of the cultural and semiotic resources of diverse students. The findings detail the culturally sustaining, multimodal literacy instruction that emerged from a mentoring dyad of the focal preservice teacher and a second-grade multilingual student, the preservice teacher’s developing conceptions of multimodal literacy, and the conditions of learning that facilitated her teaching and learning.

Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world

Globally, teacher educators work in contexts which are shaped and informed by persistent policy reform and global environmental crises which we argue, combine to create a professional life that is volatile, uncertain, complex and ambiguous (VUCA). Through a case study of geography teacher educators (GTEs) based in England, we explore the experiences, knowledge and professional growth of teacher educators. Our findings draw on data from responses to an online questionnaire (n = 51), a practitioner workshop and 11 semi-structured interviews. We find that GTEs have multi-faceted identities which are shaped by professional, social and personal realms through engagement with a diverse community of practice. The VUCA context of teacher education is visible in the professional identities of GTEs in both affirming and deleterious ways which we argue, are linked to perceptions of professional autonomy. We argue that the professional role of teacher educators is to bravely engage with policy making as part of their contribution to a socially and environmentally just future for all.