This paper reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The project was funded by the Australian Learning and Teaching Council. Rasch measurement techniques were used to validate and obtain performance measures...

Pre-service teachers develop technology competency during their tenure in the college classroom. These stages coincide with Bloom’s Revised Taxonomy and offer the opportunity to learn and model technology integration. 656 pre-service education students from five universities across the United States completed a qualitative survey aimed at identifying how they perceived technology integration th...

This study explored how pre-service teachers integrated literacy in middle level social studies. This study was conducted in the context of the Common Core State Standards (CCSS) and their focus on disciplinary literacy, the Council for the Accreditation of Educator Preparation (CAEP) Standards and their focus on rich clinical experiences, and concepts of interdisciplinary and integrated curric...

According to the American Society for Engineering Education, the four STEM disciplines should not be taught in isolation in a school curriculum, but interdisciplinary reinforced, and continually cross referenced, as part of a dynamic triangle that ultimately researches, designs, and creates the way we live, work and play. Therefore, it only makes solid academic and professional sense to prepare...

This article explores content area pre-service teacher beliefs about disciplinary knowledge, perceptions of effective content area teaching, and existing beliefs about how to integrate literacy into the content areas. Ten pre-service teachers across ten secondary content areas were asked to describe three important variables in secondary teaching: 1) the knowledge of their content area, 2) char...