The study is aimed at enhancing pedagogical content knowledge (PCK) and skills of in-service mathematics teachers (IMTs) using cooperative teaching learning approach (CTLA). A sequential multiple case was employed to develop eight IMTs design, develop, enact lessons in trigonometry. were anchored on CTLA two phases a professional development arrangement (PDA) initiated the study. analysis class...

The feedback received during teaching practice (TP) has a lasting impact on pre-service teachers’ knowledge and among the learning experiences of teacher education program. This study analyzed written feedbacks offered by supervisors to science teachers (PSTs) (biology, chemistry, physics, health education, mathematics) TP observation generally, but with particular attention those addressing pe...

The study investigates how Science teachers articulate their self-confidence in teaching with technology. Technological Pedagogical Content Knowledge (TPACK) is used as the primary tool to describe practice. Using a quantitative approach, an initial survey of 408 science from 59 secondary schools state East Malaysia, descriptive and inferential statistics were conducted assess teachers’ level T...

This paper reports the exploration of an aspect of knowledge needed for equitable mathematics teaching. Pedagogical Content Knowledge for Teaching Mathematics to English Language Learners (PCK-MELL) was proposed as a theoretical knowledge construct, a subdomain of MKT, and the construct was investigated through a process of survey instrument development and administration. The survey contained ...

This study aims to investigate mathematics teacher educators’ (MTE) knowledge in noticing preservice teachers’ pedagogical content (PCK) on the hierarchical classification of quadrilateral. A multiple case was conducted analyze responses ten MTEs an online moderated-forum group discussion (M-FGD) from their written work MTE-PCK test completed prior M-FGD. The PCK consisted two tasks: task that ...

Background and Context: Computing education is expanding, while the teaching of algorithms less well studied.Objective: The aim this study was to examine teachers’ pedagogical content knowledge (PCK) for algorithms.Method: We conducted semi-structured interviews with seven computer science (CS) teachers in upper secondary (students aged 15–18). data were analyzed qualitatively.Findings: found t...