STRIVE is an ongoing professional development project for beginner secondary mathematics teachers, which operates in one of the poorest and most educationally challenged parts of California. We take a multifaceted approach to training and supporting the participating teachers. We train them in mathematics content and pedagogy, observe and advise them, and have them engage in self-designed proje...

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...

Through a state-sponsored Math-Science Partnership (MSP) program, 57 grade 3-5 teachers in six urban districts in northern New Jersey received professional development, classroom support, and mentoring in innovative science and engineering curricula designed to make use of constructivist approaches to teaching and learning. Two universities, a science center, and a teacher education institution...

The purpose of this study is to investigate pre-service teachers’ technological, pedagogical and content knowledge (TPACK) in Turkey. By using the “Survey of Pre-service Teachers’ Knowledge of Teaching and Technology” developed by Schmidt et al. (2009), the study sought to determine if significant differences could be found in pre-service teachers’ perceptions of TPACK when examined by gender, ...

This study examines the collaborative professional development (CPD) of three pairs of mentor teachers and pre-service teachers in a junior high school. Of particular focus is the integration of technology into instruction, by using technological pedagogical and content knowledge (TPACK) to evaluate professional development. A qualitative research method based on classroom observations and focu...

Technology provides new methods and approaches for educational activities. Therefore, teachers should improve their ability and knowledge to integrate technology into instruction. The use of technology-based learning environment which is effectively used to improve the technological pedagogical content knowledge of pre-service teachers has a crucial importance for the training of pre-service te...

Textbooks often come as printed, linear, standalone, monolithic resources. However, teachers, more often than not, tend to draw from various sources to prepare their courses and modify or complement existing content. We describe a web platform for textbooks based on features of source-control management systems to enable teachers to tailor a specific textbook to their needs. Teachers can each c...