Digital instructional practices to promote pedagogical content knowledge during COVID-19

EFL Teacher Education in Iran: Does It Promote Trainees’ Pedagogical Content Knowledge?

Teacher education programs can play a principal role in helping prospective teachers to acquire requisite knowledge and skills. Vital to the issue of teacher education is the efficient evaluation of such programs in promoting prospective teachers’ knowledge base. However, the literature contains very few reports of the evaluation of the Iranian EFL preservice teacher education program, which is...

Nutritional Knowledge, Attitude, and Practices Related to COVID-19 in People of Yazd, 2021

Background: The importance of healthy nutrition in increasing immunity and reducing disease has been identified for many years. Nutrient deficiencies lead to decreased immune function and thus increase the incidence or exacerbation of infections. This study aimed to investigate the knowledge, attitude, and nutritional function associated with COVID-19 disease in people of Yazd. Methods: This de...

Promote COVID-19 vaccination uptake: a letter to editor

Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics

In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogic...

Pedagogical practices and instructional change of physics faculty

We report on the initial results of a web-based survey of 722 physics faculty in the United States regarding their instructional practices. The survey responses indicate that most faculty report knowing about many physics education research curricula and pedagogies and are interested and motivated to try them in their teaching. However, self-reports of actual classroom practices indicate that t...