Teacher Education

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

• 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

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

  Kazuyuki Kambara

  239–255