Teachers need professional development to keep current with teaching practices; although costs for extensive professional development can be prohibitive across an education system. Mentoring provides one way for embedding cost-effective professional development. This mixed method study includes surveying mentor teachers (n=101) on a five part Likert scale and interviews with experienced mentors...

Recognising the challenges involved in understanding knowledge that teachers need to develop use technology their teaching dynamics, we examined prior research has not clearly revealed strategic changes for teacher preparation digital age. The goal was expand on current understandings of nature technological pedagogical content (TPCK/TPACK) and provide a launchpad future by educators as they co...

Didactic knowledge about contents is constructed through an idiosyncratic synthesis between knowledge about the subject area, students' general pedagogical knowledge and the teacher's biography. This study aimed to understand the construction process and the sources of Pedagogical Content Knowledge, as well as to analyze its manifestations and variations in interactive teaching by teachers whom...