An Analysis of Pre-service Teachers’ Understanding of the Knowledge Needed for Teaching Mathematics: The case of Malawi

As most teachers in compulsory education in Norway are required to teach programming to develop their students’ CT skills, we believe that knowledge regarding their understanding

tangible.”. My outtake of the focus for the pre-school teachers’ response show that they focus on creating an understanding of mathematics, but they did not explicitly mention

Further, we discuss the need for teacher education to focus on integrating science content knowledge and pedagogical knowledge through articulating aspects of PCK, and on giving

During the reflective stage of the intervention, the pre-service teachers in this study had more focus on goals for instruction, the pupils and their understanding, best

Arguably, there is a need for knowledge about the nature of the rela- tion between PSTs’ positive memories of their school biology and geography teachers and their views of an

Our study was closely connected to teachers’ practice through the use of stimulated recall interviews (SRI) where video recordings of their instruction were used

The Teacher Educator’s Role in The Mediation of Profession and Classroom Knowledge Development The goal of the present study was to explore whether pre- service teachers’