Title: Journal on Empowering Teaching Excellence, Spring 2022
Description: <p>The Spring 2022 issue begins with research that explores the perceptions of pre-service teachers relative to learning mathematics and science, with suggestions for how findings can impact curriculum and further research. The focus on pre-service teachers continues with research into their sense of self-efficacy with instructional technologies and whether specific techniques increase comfort level with technologies. Next, researchers explore the products that Generation Z students value most in their learning of a second language, including practical language application and engagement with the language culture and its native speakers. Then, college-level educators share a process for implementing problem-based learning (PBL) in higher education, exploring four main ideas of PBL and the role of the educator in its implementation.</p>

Research into understanding the perceptions and meeting the needs of pre-service teachers with regard to mathematics and instructional technology. Research on what Generation Z second language learners value most in their language courses. A process for implementing problem-based learning in college courses.
Subjects: Higher education, tertiary education, Adult education, continuous learning, Open learning, distance education, Prospective elementary teachers, Mathematics education, Science education, Pre-service teacher identity, Pre-service teachers, Math methods, Math anxiety, Math identity, Instructional technology, Teacher education, Perceptions, Educational technology, Generation z students, Language-learner engagement, Perceptions of learners, Perceived importance of language, Problem-based learning, Pbl, College coursework, Concurrent enrollment, Dual enrollment, Teaching