Teacher Knowledge Research Articles

Thematic Working Group on Mathematics Teacher Knowledge, Beliefs and Identity, TWG20

Thematic Working Group on Mathematics Teacher Knowledge, Beliefs and Identity, TWG20

Characterising computational and geometric thinking in pre-service Early Childhood Education teachers by playing with MatataLab

Abstract This article aims to characterise geometric and computational thinking of future Early Childhood Education teachers through participating in a robotic problem-solving activity for 5-year-old pupils using MatataBot, MatataLab’s educational robot. The study, carried out during academic year 2022–2023, involved 42 early childhood education students from a Spanish university. The methodology was divided into three phases: in the first, the participants familiarised themselves with the robot; in the second, they programmed the robot to represent basic geometric figures; and in the third, they reflected on their learning and on the geometric aspects identified. The data obtained in the last two phases (gathered from observations and videos recorded by the authors during the implementation, from the reports the different groups of students presented, and from the videos they recorded of the development of their activities) were analysed qualitatively using the Didactic-Mathematical Knowledge model from the Onto-semiotic Approach and the categories of common errors in programming. Pre-service teachers demonstrated conceptual gaps in geometric properties, leading to errors in programming representations. It is concluded that, although educational robots can enhance the understanding of geometry, it is essential to address the previous knowledge of teachers and prepare them in both mathematical knowledge and in the use of technological tools, fostering comprehensive training that enables the improvement of teaching in Early Childhood Education.

Integrating ethical knowledge into teacher education: A framework for moral formation

ABSTRACT Contemporary societies face growing concerns regarding moral ambiguity and trust in institutions and professionals, including education and teachers. This may be linked to a potential decline in teacher ethics and a shift in the educational focus toward practical skills. This paper proposes a novel approach to address this problem by expanding Shulman’s teacher knowledge via the ethical knowledge (EK) framework. The proposed framework emphasizes enhancing teacher knowledge in ethics, pedagogical ethics, subject-specific ethical considerations, and the pedagogical knowledge of character education. While the paper details these specific knowledge areas and provides examples for each, it underlines equipping prospective educators with sufficient ethical knowledge to contribute to a morally responsible profession by making fair and right instructional decisions, navigating the complex ethical landscapes of contemporary classrooms, and developing character in their students. Finally, this paper discusses the limitations and future research orientations studying of the EK framework.

Teachers’ and School Professionals’ Knowledge and Attitudes Towards Epilepsy in Greece: Misconceptions and Management Options for Affected Students—A Survey Study

Epilepsy remains one of the most prevalent neurological disorders affecting school-aged children, often accompanied by social stigma and misconceptions that can hinder their academic and social development. Background and Objectives: Given the critical role of teachers and school professionals in the daily lives of children with epilepsy, this study aimed to assess the knowledge, attitudes, and behaviors of primary school teachers and professionals in Greece regarding epilepsy. The findings are intended to identify gaps and inform the development of targeted educational interventions that support managing epilepsy effectively. Materials and Methods: A cross-sectional survey was conducted with 546 primary education teachers in Western Greece using a questionnaire adapted from a validated Italian study. This survey collected demographic information and assessed knowledge, attitudes, and school-related practices concerning epilepsy. Data were analyzed with IBM SPSS, employing descriptive and inferential statistics to explore relationships between demographics and responses. Results: Although most participants were generally aware of epilepsy, considerable gaps persisted in knowledge about prevalence, causes, and proper seizure management. Notably, over half of the participants were unsure how to manage an epileptic episode, and misconceptions about the effects of antiepileptic drugs on learning and behavior were prevalent. Participants with special education experience displayed more accurate knowledge and greater confidence in handling epilepsy-related situations. Conclusions: This study underscores the need for enhanced epilepsy education among primary school teachers and school professionals in Greece to address knowledge gaps, reduce stigma, and better support the educational and social needs of students with epilepsy. Coordinated efforts with educational authorities and health organizations are recommended to implement specialized teacher training programs.

Antecedents of Hospitality and Tourism Instructors’ Innovative Behavior in Online Teaching: Insights from Vietnam

ABSTRACT This study employed partial least squares-structural equation modeling (PLS-SEM) to model factors enhancing Innovative Behavior of instructors in tourism and hospitality in Vietnam during Online Teaching (IBOT). Initially, a small-scale trial was conducted to establish the sample size and develop a scale for an online survey. This survey was subsequently administered to 76 instructors across Vietnam. Data collected throughout the study revealed two factors directly influencing IBOT: (1) an innovative organizational climate and (2) instructors’ attitudes, as reflected in their enthusiasm for gaining knowledge and skills in online teaching. Interestingly, a perception of high-level online teaching skills does not directly encourage IBOT, despite its direct contribution to fostering a positive attitude. Recommendations for institutional leaders include fostering a supportive organizational climate and offering training programs to encourage and inspire optimism in online pedagogy.

O desafio de aliar tecnologia à metodologia didática: um olhar sobre a formação de professores

The central theme of this study is to highlight the importance of improving the technical-pedagogical knowledge of teachers in educational institutions regarding the use of educational technologies and teaching resources. The methodology adopted was descriptive qualitative research, which made it possible to reach results on how to explore the multiple educational possibilities of these resources today. Thus, the starting point was the contributions of scientific theories related to this area, thus observing the current state of the art of research on the subject, by revisiting or reviewing research and discussions already published on the subject. The main authors used in carrying out this study were Almeida, Jonassen, Costa, Valente, Christensen, among other theorists.

Supportive roles of teachers’ belief and knowledge regarding rationality of fractions

ABSTRACT Mathematics teachers’ belief and knowledge are two influential factors in mathematics education. Focusing on the supportive roles of the factors, this study examines the way they interact in practice when teachers encounter students’ incorrect arguments. To do so, 84 male pre-service teachers were interviewed as to two specific situations where a student commits errors regarding rationality of fractions which challenges learners and teachers. Analysing syntactic and semantic interferences involved in the student’s arguments and errors, this study identified three types of reaction in teachers’ behaviour. The practical supportive roles of belief and knowledge in teachers’ reactions and also implications for teaching and learning are discussed.

The Missing Links in Teaching Culture: Culture-Just-Is and Cultural Self-Awareness

This essay recommends a shift in how we teach students about culture in cross-cultural, diversity-focused, organizational behavior, and management courses from knowledge about other cultures to understanding the role and function of culture and cultural self-awareness. I make the case that by focusing on teaching knowledge about “other” cultures, students gain either superficial understanding and false confidence or develop defensiveness and resistance, particularly when discussing topics related to diversity, equity, and inclusion (DEI). Instead, students must start with understanding the universal purpose and function of culture, a concept called Culture-Just-Is (CJI) and with developing cultural self-awareness (CSA). By understanding the universal function of culture, regardless of its content, and by developing CSA, students 1. understand how culture provides a meta-context that shapes everyone’s thinking and behavior; 2. avoid seeing culture as something about “other” people; 3. are better prepared to engage with the numerous unfamiliar cultures they are likely to encounter; and 4. are likely to be less defensive when discussing topics that have unfortunately become controversial. Teaching CJI and CSA supplements rather than replaces our standard pedagogies that emphasize acquiring knowledge about cultures that are different from our own.

Knowledge, attitude, and self-efficacy of pre-service teachers in response to sexuality education to children

Sexuality education plays a crucial role in promoting individual sexual well-being and social welfare. However, teachers' understanding of and engagement in sexuality education are still insufficiently studied, especially in the Chinese cultural context. The present study aimed to explore pre-service teachers' knowledge, attitudes, and self-efficacy regarding children's sexuality education and bridge the existing research gap with empirical data. A quantitative research method was employed to gather data from 458 pre-service teachers in China through an online questionnaire, and the data were analyzed through descriptive statistical analysis and PLS-SEM. The findings indicated that while many pre-service teachers had relatively positive attitudes towards children's sexuality education and expressed moderate to high levels of self-efficacy in teaching school-based sexuality education, they showed significant weaknesses in their knowledge of sexuality education with overall poor knowledge levels. Furthermore, the study found that there were significant positive effects of participants' knowledge on attitudes, attitudes on self-efficacy, and knowledge on self-efficacy. The study emphasizes the necessity of systematic training for pre-service teachers at the higher educational level to facilitate the effective implementation of school-based sexuality education by raising teachers' understanding of sexuality-related topics and improving their attitudes toward sexuality education. Future studies are proposed to further address the interaction of multiple influencing factors, adopt a mixed research approach, investigate longitudinal influences, and make cross-cultural comparisons to construct a more comprehensive framework. Such findings have yielded valuable insights for policymakers and educators to formulate and develop a more effective framework for sexuality education.

Supporting Diverse Learners in Flipped Classrooms: Prior Knowledge and Engagement for Pre-service EFL Teachers

This study explores the perceptions of pre-service EFL teachers regarding the flipped classroom model, focusing on its influence on their motivation and engagement and examining the role of prior pedagogical knowledge in their adaptation to the instructional approach. Employing a qualitative phenomenological design, data were collected from nine pre-service EFL teachers at an Indonesian teacher training institution through individual interviews and focus group discussions. The findings revealed that the flipped classroom model enhanced students’ motivation and engagement by fostering autonomy, active participation, and practical relevance. However, students with limited pedagogical experience initially struggled with the self-directed nature of pre-class preparation, while those with prior pedagogical knowledge adapted more readily, leveraging the model to bridge theory and practice. Peer-led teaching demonstrations and feedback sessions emerged as essential scaffolds, particularly for students lacking prior pedagogical experience, as they facilitated collaborative learning and skill acquisition. The study highlights the importance of scaffolding and structured pre-class activities to support diverse learner needs in flipped classroom settings. Implications suggest that teacher education programs can enhance pre-service teacher training by adopting the flipped classroom model, with adjustments to accommodate students' varying levels of experience. Future research could explore the long-term impact of flipped classrooms on teaching efficacy and examine specific scaffolding strategies to optimize adaptation for novice learners.

Comparing the behavioural management knowledge and skills of Malaysian teachers in integrated special education and inclusive classrooms: A qualitative study

AbstractClassroom behavioural management stands as one of the most critical skills for teachers to master, both in theory and practice. This study aimed to compare the knowledge and skills in behaviour management between two groups: special education teachers in integrated special education classes and mainstream teachers in inclusive classrooms within Malaysian government primary schools. Employing a qualitative methodology, the research conducted semi‐structured interviews with a total of 10 teachers, evenly split between 5 special education and 5 mainstream teachers. The findings revealed both similarities and differences in their practices in behavioural management. Notably, the variations in behavioural management knowledge and skills between special education and mainstream educators underscore the necessity for tailored professional development. Mainstream teachers may benefit from specialised training in behaviour management techniques to effectively cater to the diverse learning needs of students in inclusive settings. Furthermore, the variability in responses among special education teachers emphasises the significance of ongoing professional growth and mentorship opportunities to ensure the consistent application of evidence‐based practices. Future investigations could explore the challenges experienced by both cohorts of teachers, shedding light on their challenges in behaviour management. Additionally, it is imperative to identify the precise forms of support these teachers require to enhance their proficiency in managing behaviour effectively.

Pengaruh Pembiasaan Tadarus Dhuha Terhadap Motivasi Belajar Siswa Pada Mata Pelajaran Qur’an Hadits Di Mts Gunung Putri Bogor

This research is a field research, while the research approach is a quantitative approach, meaning that the objectivity of the research design is carried out using statistical processing of numbers, structures and controlled experiments. Judging from the population and sample, this research is a population research, because it involves all research subjects, namely class VIII. The data collection technique uses documentation of questionnaire distribution. The data obtained were analyzed using quantitative statistics. Habit of Dhuha Recitation on Student Learning Motivation in the Qur'an Hadith Subject at Mts Gunung Putri Bogor in the 2023/2024 Academic Year. In the good category. This can be seen from the analysis of the Habit of Dhuha Recitation of Class VIII Students at MTs Gunung Putri Bogor in the 2023/2024 Academic Year with a good category. Based on the distribution of the questionnaire style carried out by the researcher on the correlative quantitative analysis of the results of the study showed that there was an influence between the Habit of Dhuha Recitation on Student Learning Motivation in the Qur'an Hadith Subject at Mts Gunung Putri Bogor in the 2023/2024 Academic Year. On students' learning motivation in the subject of Qur'an Hadith class VIII MTs Gunung Putri Bogor. This is proven by the analysis of the regression test Based on the description above Sig 0.005 <0.05 and tcount 2.949 and ttable with a significance level of 5%, namely 2.008. So it can be said that tcount> ttable, namely 2.949> 2.008 so that Ho is rejected and Ha is accepted. The results of this study are expected to contribute knowledge for teachers, students, parents, MTs and others that the habit of Tadarus Dhuha can affect students' learning motivation.

Chronological evolution of interprofessional education (IPE) in Saudi Arabia: A systematic review

Background: This study aimed to identify the evolution of research conducted over a decade (2013 to 2023) on the facilitators and barriers to interprofessional education (IPE) implementation in healthcare education in Saudi Arabia. Methods: The PRISMA model for systematic review was adopted to search the MEDLINE, PubMed, Science Direct, and Google Scholar databases. Boolean operators and keywords were used to retrieve relevant research articles, and data were analysed narratively to describe the research findings. Results: Twelve studies were selected for the systematic review, most of which addressed the knowledge and perception of healthcare students and teachers about IPE, showing improved knowledge and favourable perception of IPE over time. However, several barriers to implementing IPE in Saudi Arabia were also reported. Research has emphasised the need for workshops to improve IPE preparedness and facilitate its integration into curricula. Conclusion: The knowledge and perceptions of students and teaching faculty towards IPE in KSA have gradually improved. Further studies are recommended to explore the perceptions and readiness of other stakeholders, including curriculum design experts across various healthcare institutes, institutional higher management, clinical site preceptors, and students undergoing clinical training.

A Study To Evaluate The Effectiveness Of An Educational Intervention Program On Knowledge Regarding Breast Self Examination Among School Teachers In Selected Schools, Gadag

A breast self-exam for breast awareness is a check of your breasts that you do on your own. To help increase your breast awareness, Most breast changes detected during a self-exam for breast awareness aren't something serious. There is a need to improve knowledge about breast self examination. How it helpful for early detection of breast changes for the improver surveillance of the women, hence the study aims to evaluate the effectiveness of an Educational Intervention Program on Knowledge regarding breast self examination among 40 School teachers in Selected schools, Gadag”. The research design used for the present study was pre- experimental: one group pre-test, post-test design. Non- Probability, purposive sampling technique was used to select the sample. The data was collected by using structured knowledge questionnaire. The result of the study reviles that In the pre-test, majority of subjects 28 (70%) had average knowledge, 08 (20%) had good knowledge and 04 (10%) had poor knowledge. Where as in post-test all 40 (100%) had good knowledge and none of them had average and poor knowledge regarding breast self examination. There was a significant gain in knowledge of school teachers who were exposed to the educational intervention program i.e. 45.97%. The paired‘t’ value (tcal =26.516*) at p<0.05 level of significance for knowledge proved that the stated hypothesis i.e. the mean post-test knowledge scores of school teachers in Selected schools who were exposed to the educational intervention program will be significantly higher than the pre-test knowledge scores at 0.05 level of significance. The study Concludes that the study concludes that Educational Intervention Program was more effective for school teachers to increase and update their knowledge regarding breast self examination.

Tandem Bicycle Model (TBM): A Pedagogical Hybrid Model for Teaching and Learning Management in the Post-pandemic Era

The COVID-19 pandemic affected the education sector, forcing the implementation of synchronous and asynchronous modes as alternatives for on-site face-to-face teaching and learning modes. It was a rapid shift for academic institutes that did not have the necessary preparation process. Creative arts-dedicated universities, which comprise a larger proportion of practical components in their degree programmes, have been challenged under the ‘new norms’. Former ‘benchmarks’ became problematic in the absence of technological pedagogical and content knowledge (TPACK) of teachers, distance mode-oriented subject contexts, required resources, evaluated educator and learners' needs, technological assistance, suitable learning environment, and necessary support. These essential requirements must be managed strategically as they are economically, politically, and behaviourally entwined. This research employs the inductive analysis of teaching and learning practices, including those at the University of the Visual and Performing Arts in Colombo during and after the COVID-19 pandemic, comparing them with the prominent theoretical models in hybrid teaching and learning. This article proposes a conceptual model for multimodal teaching and learning of educational journey: the Tandem Bicycle Model (TBM), which is positively function in an eco-system responding to seven thematic aspects.

Evaluation of an elementary and early childhood education teacher's knowledge about dental avulsions

Evaluation of an elementary and early childhood education teacher's knowledge about dental avulsions

Second Language Teachers' Knowledge and Beliefs About Dyslexia: Turkish Context.

Dyslexia is one of the most common language-based learning disabilities. Teaching a second language (L2) to dyslexic students is still a contested issue among educators. Teachers' knowledge and beliefs about dyslexia play an important role in the successful inclusion of these students in L2 classrooms. The current study investigated the knowledge and beliefs of Turkish second language teachers (SLTs) about dyslexia. Data were collected from 150 participants using the Knowledge and Beliefs About Developmental Dyslexia Scale (KBDDS). The findings revealed that Turkish SLTs possess a moderate level of knowledge about dyslexia, with notable strengths in understanding the need for individualised instruction and rejecting common myths, such as the belief that dyslexia is linked to laziness or low intelligence. However, several misconceptions persist, including the belief that dyslexia primarily results from visual processing issues. Female teachers and those with less than 11 years of teaching experience demonstrated significantly higher levels of knowledge. The study highlights the need for targeted professional development that builds on teachers' existing strengths while addressing areas of misunderstanding. Further research is recommended to explore the impact of teacher knowledge on dyslexic students' learning outcomes in L2 classrooms.

História da Matemática e a formação inicial de professores: um estudo acerca dos conhecimentos de professores de Matemática

This study aimed to identify and analyze the knowledge of mathematics teachers mobilized by undergraduate mathematics students in the study of three historical episodes. To this end, a study group consisting of nine prospective mathematics teachers was created. Five meetings were held with this group, which were recorded and transcribed. The goal was to identify evidence of the mobilization of mathematics teacher knowledge in the discussion held in this group. The analyses were conducted considering three domains of knowledge, namely: Content Knowledge (CK), Pedagogical Content Knowledge (PCK) and Curricular Knowledge. The results indicate that the study of episodes of the history of Mathematics can contribute to the mobilization of mathematics teacher knowledge, in light of the evidence of mobilization of knowledge related to CK and PCK found throughout the discussions held in this study group.

Seminar Evaluasi Manajemen Pengelolaan Lingkungan Belajar Di Satuan Paud Se-Kecamatan Ulu Musi Kabupaten Empat Lawang

This community service activity aims to improve the understanding and skills of PAUD teachers throughout Ulu Musi District, Empat Lawang Regency, in evaluating the management of learning environment management. An optimal learning environment plays a very important role in supporting the holistic growth and development of early childhood. However, the results of initial observations showed that most teachers still have limited understanding and rarely conduct structured evaluations. This activity was carried out through a participatory seminar method and direct training involving 30 teachers from various PAUD units. The results of the activity showed a significant increase in teacher knowledge, the ability to use simple evaluation instruments, and the emergence of initiatives to prepare follow-up plans (RTL) in each PAUD unit. This seminar also succeeded in identifying major challenges, such as limited facilities and lack of collaboration with external parties, and offered applicable solutions that can be applied according to the local context. Thus, this activity makes a real contribution to strengthening the capacity of teachers in managing a safe, comfortable learning environment that supports the development of early childhood.

Digital Web Technologies for Enhancing E-Learning Effectiveness

Over the past few years, the interest in artificial intelligence in education has grown immensely, mainly due to technological advancements in this field. Perhaps the most commonly discussed question is how exactly to apply it in education? Some scholars suggest in their publications that students need to learn about artificial intelligence. The concept of AI literacy has recently emerged in educational environments, raising the issue of the professional knowledge and skills of teachers and university lecturers who train them. This article provides an overview of the scholarly literature on AI literacy in the context of preparing future teachers. The main goal is to scientifically justify the inclusion of a new topic in the curriculum of the mandatory course for acquiring the professional qualification of teacher, namely Information and Communication Technologies and Work in a Digital Environment, at the St Cyril and St Methodius University of Veliko Tarnovo. The new topic will focus on the basic aspects of artificial intelligence literacy for teachers.