Results 121 to 130 of about 181,121 (287)

Principals' Leadership Content Knowledge in STEM contexts

British Educational Research Journal, EarlyView.
Abstract In this paper we consider the nature of school principals' leadership content knowledge (LCK) for STEM subjects and for integrated STEM. We present a conceptualisation of STEM LCK based on aspects of principals' STEM capability and consideration of the differences between LCK and pedagogical content knowledge.
Kim Beswick, Vince Geiger, Sharon Fraser
wiley   +1 more source

The absent presence of disability in British higher education

British Educational Research Journal, EarlyView.
Abstract Rates of disability disclosure are steadily increasing in British higher education (HE), with 18% of the student population having a known disability in 2023/24. It might be assumed that progress is being made with increased representation, rights and support for disabled students.
G. Koutsouris, L. Stentiford, E. Dimitrellou, Z. Yu, Pujaningsih, N. Azizah   +5 more
wiley   +1 more source

Teacher‐makers and teacher‐breakers: (Re)defining how status and safety influence trajectories into and away from teaching

British Educational Research Journal, EarlyView.
Abstract This paper uses empirical data from a longitudinal qualitative study conducted with aspirant teachers in England to propose (re)definitions of the concepts of ‘status’ and ‘safety’ as a framework with which to understand and improve teacher recruitment.
Emily MacLeod
wiley   +1 more source

Linking Technological Pedagogical Content Knowledge of Games (TPACK-G) and Digital Game Acceptance Among Pre-Service Teachers

Education Sciences
This study aimed to explore the interplay of technological pedagogical content knowledge of games (TPACK-G) and digital game acceptance among pre-service teachers. The relationships between the components of technological pedagogical content knowledge of
Yu-Chun Kuo
doaj   +1 more source

Understanding teacher agency in the context of school‐based climate change and sustainability education: A case study of the experiences of teachers and school students in England

British Educational Research Journal, EarlyView.
Abstract Drawing on teacher agency as a conceptual framework, we explored the extent to which school teachers in secondary schools in England achieve agency in relation to teaching climate change and sustainability. This research provides a novel approach to understanding the relational and emergent qualities of teacher agency by bringing together ...
Nicola Walshe, Elizabeth A. C. Rushton
wiley   +1 more source

Technology‐enhanced learning in higher education institutions: Exploring the lived experiences of students with specific learning differences and their lecturers

British Educational Research Journal, EarlyView.
Abstract This paper challenges the prevailing assumption that technology‐enhanced learning (TEL) inherently benefits all students in higher education, examining how undergraduate students with specific learning differences (SpLDs) and/or autism spectrum disorder (ASD) use technology for learning.
Alexia Achtypi, Abass B. Isiaka, Jeremy Schildt, Fabio Arico   +3 more
wiley   +1 more source

Exploring the Influence of Technology-Enhanced Active Learning Environments on Pre-Service Teachers’ TPACK and Technology Beliefs

SAGE Open
Recent research has highlighted technology-enhanced active learning (TEAL) as a burgeoning area of study. However, the effectiveness of technology-enhanced active learning environments in supporting pre-service teachers’ technological beliefs and TPACK ...
Hai Zhang, Zeguo Wang, Rong Jiang, Haochen Wu   +3 more
doaj   +1 more source

Reflecting on the development of a new school subject: the development of technology education in New Zealand. [PDF]

, 2007
The last 10 years have seen the production of curricula in Australia, the United Kingdom, USA, Canada, Hong Kong and New Zealand that emphasise the importance of students developing technological literacy.
Jones, Alister
core   +1 more source

The professionalisation of teachers in France at a time of new reform: A comparative perspective of teacher‐trainers and students in pre‐service training

British Educational Research Journal, EarlyView.
Abstract The latest reform of initial teacher education (ITE) in France, introduced in 2021, aims to make teacher training less theoretical and therefore more ‘practical’. New elements, such as the replacement of the Écoles Supérieures pour le Professorat et l'Éducation (ÉSPÉs) by the Instituts Nationaux Supérieurs du Professorat et de l'Education ...
Eric Maleyrot, Thérèse Perez‐Roux
wiley   +1 more source

Notes regarding a pedagogical model for the distance learning of tradumática [PDF]

, 2002
The article presents a proposed plan of a pedagogical model for the distance learning of tradumática, based on an educational process that revolves around classes recorded in digital format and synchronous and asynchronous activities overseen by an ...
Piqué Huerta, Ramon
core   +1 more source