Teacher Education

All Items

• "We are not being taught sustainable citizenship!" Podcasts for critical science literacy in teacher education

  Valeria Cabello, Carmen Gloria Zúñiga, Cesar Amador Valbuena, Franklin Manrique, María Jesús Albarrán, Ana Moncada-Arce

  18–49

• A model for continued professional development with focus on inquiry-based learning in science education

  Berit Kurtén, Ann-Catherine Henriksson

  208–234

• Characteristics of teacher knowledge produced by pre-service mathematics teachers: the case of open-ended problem-based learning

  Jani Hannula

  55–83

• Developing a collaborative model in teacher education – An overview of a teacher professional development project

  Anttoni Kervinen, Anna Uitto, Arja Kaasinen, Päivi Portaankorva-Koivisto, Kalle Juuti, Merike Kesler

  67-86

• Examining graphic drawing skills for a socioscientific problem situation The SIR model Covid-19 example

  Mehmet İhsan Yurtyapan, Gül Kaleli Yılmaz

  366–387
• 

  Expanding the STEM integration model introducing the learning environment

  Maiken Westen Holm Svendsen, Dorte Moeskær Larsen, Connie Svabo

  9

• Exploring the relationship between teachers’ beliefs on the nature and learning of mathematics and self-efficacy in teaching mathematics at the primary school level

  Kristi Pikk, Äli Leijen, Jelena Radišić, Krista Uibu

  3
• 

  Fostering teachers as sustainability and climate change educators through understanding of teachers' self-efficacy beliefs

  Jaana Herranen, Maija Aksela

  30–52

• Gender differences in preservice mathematics and science teachers’ professional identities

  Ladapa Ladachart, Wittaya Pulsawad, Anusorn Tong-on, Luecha Ladachart

  10

• Introducing the ProInterest model Designing tasks for sustainable positive mathematics experiences

  Laura Tuohilampi, Huifei Jiang

  9

• Luokanopettajaopiskelijoiden motivaation yhteys matematiikan tehtävien suorittamiseen ViLLE-oppimisympäristössä

  Lasse Eronen, Pasi Eskelinen, Henri Heiskanen, Antti Juvonen, Pertti Väisänen

  319–342

• Pre-service teachers' conceptions about the quality of explanations for the science classroom in the context of peer assessment

  Valeria Cabello, Keith J. Topping

  297–318
• 

  Pre-service teachers’ vocabularies of the language of science in the context of learning about electrons and photons

  Karoliina Vuola, Maija Nousiainen, Ismo T. Koponen

  1–34
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  Self-efficacy, attitudes, knowledge, and school support as predictors of STEM teachers' pedagogical approach to sustainable development

  Kavitha Maslamany, Renuka V Sathasivam, Kah Heng Chua

  8

• Student teachers’ common content knowledge for solving routine fraction tasks

  Anne Tossavainen

  256–280

• Student teachers’ knowledge of students’ difficulties with the concept of function

  Mikael Borke

  670–695
• 

  Suolla aistimassa Luokanopettajaopiskelijoiden ehdotukset pedagogisista aistimahdollisuuksista suolla

  Anne-Maria Nupponen, Päivi Björn, Sirpa Kärkkäinen

  1–24

• Supporting argumentation in mathematics classrooms The role of teachers’ mathematical knowledge

  John Francisco

  147–170

• A systematic review of primary school class teachers views of mathematics teaching and learning

  Eunji Kim, Eetu Mallat, Jorma Joutsenlahti

  60–87
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  Teachers’ challenges in teaching integrated STEM In the light of PCK as an analytical lens

  Jens Jakob Ellebæk, Dorte Moeskær Larsen, Claus Auning

  13

• The three worlds and two sides of mathematics and a visual construction for a continuous nowhere differentiable function

  Juha Oikkonen, Jani Hannula

  7–32
• 

  Understanding “proportion” and mathematical identity A study of Japanese elementary school teachers

  Kazuyuki Kambara

  239–255
• 

  Ympäristöopin kielitietoinen opetus Luokanopettajaopiskelijoiden ehdotukset suoaiheen opetuksessa käytettävistä sanoista

  Anne-Maria Nupponen, Sirpa Kärkkäinen, Päivi Björn

  88–111
• 

  Ympäristöopin oppimateriaalin saavutettavuutta edistämässä Luokanopettajaopiskelijoiden ehdotukset kuvien vaihtoehtoisiksi teksteiksi

  Anne-Maria Nupponen, Kari Sormunen, Päivi Björn

  100–127
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  ”Kiire on”. Matematiikan opetuksen täydennyskoulutuksen vaikuttavuus opettajan näkökulmasta

  Mika Koponen, Erika Löfström, Päivi Portaankorva-Koivisto

  136–160