Teacher Education

13 Items

All Items

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
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
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
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